A Qualitative Examination of Community College Instructors' Strategies for Engaging Students with Physical Disabilities

ERIC Educational Resources Information Center

Kusek, Thomas A.

2017-01-01

Community colleges continually experience increasing enrollment of students with physical disabilities. This basic qualitative study implemented face-to-face interviews of 10 community college faculty members that have a variety of academic and disciplines and have assisted students with disabilities. Participants were asked questions developed…

Doctor of physical therapy students' attitudes towards people with disabilities: a descriptive study.

PubMed

Yorke, Amy M; Ruediger, Thomas; Voltenburg, Nicole

2017-01-01

Purpose To describe attitudes of doctoral physical therapy (DPT) students towards people with disability and examine predictive ability of demographic variables on those attitudes. Methods Two established surveys, Attitudes Towards Disabled Persons-Form O (ATDP-O) and Disability Attitudes in Health Care (DAHC) were completed by first (Y1) and third year (Y3) students in a DPT programme. Demographics and information about students' contact experience with people with disabilities were collected through a brief questionnaire. Multiple linear regression models were constructed from predictor variables. Results Scores on the ATDP-O and the DAHC were not significantly different between the Y1 and Y3 DPT students. There was a modest correlation (r = 0.342, p < 0.001) between the ATDP-O and the DAHC. Being female and having work contact with people with disabilities both explained about 9% of the variance in the DAHC; while having a close family member explains about 4% of the variance in the ATDP-O. Conclusion Attitudes of DPT students over the course of their education did not change. The DAHC is a more recently developed tool and should continue to be investigated for its usefulness in healthcare professional students. Faculty should consider measuring attitudes and developing specific educational strategies to improve attitudes with the goal to improve patient care. Implications for Rehabilitation Attitudes towards people with disability can impact their health care. Physical therapy students, in general, express positive attitudes towards people with disabilities and no differences in attitudes were determined in a group of Year 1 and Year 3 doctoral physical therapy students. Opportunities exist to intentionally thread educational strategies throughout a professional curriculum to facilitate further development of positive attitudes in doctoral physical therapy students.

I Can Play Too: Disability Awareness Activities for Your Physical Education Class

ERIC Educational Resources Information Center

Fittipaldi-Wert, Jeanine; Brock, Sheri J.

2007-01-01

Students with disabilities are now more than ever being included in physical education classes. However, most physical educators feel they have not received adequate preparation in their undergraduate programs regarding teaching students with disabilities. There are many factors that go into providing a positive inclusive setting, such as using…

Personal Assistant Support for Students with Severe Physical Disabilities in Postsecondary Education

ERIC Educational Resources Information Center

Hedrick, Bradley N.; Stumbo, Norma J.; Martin, Jay K.; Martin, Liam G.; Nordstrom, David L.; Morrill, Joshua H.

2012-01-01

The purpose of this exploratory research is to document the level of personal assistance support provided to students with severe physical disabilities by disability support services in higher education institutions across the United States. A national survey was conducted of members of the Association of Higher Education And Disability (AHEAD)…

Graduate Students' Practicum Experiences Instructing Students with Severe and Profound Disabilities in Physical Education

ERIC Educational Resources Information Center

Sato, Takahiro; Haegele, Justin A.

2017-01-01

Students with disabilities are more likely than ever to be educated in physical education classes with their typically developing peers. Because of this, it is essential for all educational personnel, including physical educators, to have proper teacher education to help meet the unique needs of these students. Currently, the research base is…

Attitudes of Students with Learning Disabilities toward Participation in Physical Education: A Teachers' Perspective--Qualitative Examination

ERIC Educational Resources Information Center

Abdi, Ellie

2017-01-01

Many researchers have confirmed that students with disabilities engage in significantly less physical activity than their nondisabled peers in physical education class. One of the elements that influences student participation in physical education class is attitude, and there is a gap in the literature with respect to investigating the attitudes…

Physical practice is associated with less functional disability in medical students with migraine.

PubMed

Domingues, Renan B; Teixeira, Antônio Lúcio; Domingues, Simone A

2011-02-01

The aim of this study was to investigate possible association between migraine and physical practice among 480 medical students who were submitted to a questionnaire about headaches and physical practices. Migraine diagnosis was assessed by ID-Migraine and functional disability was evaluated with MIDAS. The type (aerobic or strength training), the weekly frequency and the intensity of physical practice and body mass index (BMI) were assessed. There was a reduction in functional disability of migraine in students reporting physical practice (no physical practice - MIDAS=8.81±1.40, physical practice - MIDAS=15.49±1.78; P=0.03). Frequency, intensity, and type of physical practices were not associated with functional impact of migraine. BMI did not correlate with migraine impact (normal weight - MIDAS=12.34±1.33, overweight or obese - MIDAS=17.45±3.86; P=0.33). These results were confirmed by multivariate analysis. Our data suggest that physical practice is inversely related with functional disability of migraine in university students regardless of BMI.

Effects of Word Prediction on Writing Fluency for Students with Physical Disabilities

ERIC Educational Resources Information Center

Mezei, Peter J.; Heller, Kathryn Wolff

2012-01-01

Many students with physical disabilities have difficulty with writing fluency due to motor limitations. One type of assistive technology that has been developed to improve writing speed and accuracy is word prediction software, although there is a paucity of research supporting its use for individuals with physical disabilities. This study used an…

Access Constraints Experienced by Physically Disabled Students at a South African Higher Education Institution

ERIC Educational Resources Information Center

Engelbrecht, L.; de Beer, J. J.

2014-01-01

Current developments in government law and policies have created the hope that people living with a disability will enjoy the same rights and privileges as the non-disabled. Unfortunately, only 2.8% of disabled persons have access to higher education. The aim of this study was to determine if a group of students, living with a physical disability,…

Sport Skills for Students with Disabilities: A Collaborative Effort.

ERIC Educational Resources Information Center

Kasser, Susan L.; And Others

1997-01-01

Provides justification for a cross-disciplinary approach to program delivery in physical education for students with physical and cognitive disabilities. Details the positive outcomes possible through a bidirectional relationship between physical education and physical therapy and presents guidelines for collaboration and for sport skill…

Evaluating Word Prediction Software for Students with Physical Disabilities

ERIC Educational Resources Information Center

Mezei, Peter; Heller, Kathryn Wolff

2005-01-01

Although word prediction software was originally developed for individuals with physical disabilities, little research has been conducted featuring participants with physical disabilities. Using the Co:Writer 4000 word prediction software, three participants with physical disabilities improved typing rate and spelling accuracy, and two of these…

Sociological Health Problems: Individualized Incentive Program Modules for Physically Disabled Students for Grades Kindergarten Through Twelve. Teacher's Edition.

ERIC Educational Resources Information Center

Reggio, Kathryn D.; And Others

Presented is the second in a series of modules from a project to adapt the New York State Health Education curriculum for physically disabled students (grades K-12). An introductory section to the volume on sociological health problems provides definitions and summaries about nine physically disabling conditions and briefly considers activities at…

Reporting Grades for Students with Disabilities in General Physical Education.

ERIC Educational Resources Information Center

Henderson, Hester L.; French, Ron; Kinnison, Lloyd

2001-01-01

Discusses traditional grading procedures used in education in general, and physical education in particular, suggesting an alternative procedure that may be more appropriate for grading students with disabilities in inclusive settings while still meeting the standards of the Individuals with Disabilities Education Act. Suggestions include IEP…

The Lived Experience of Students with an Invisible Disability at a Canadian University

ERIC Educational Resources Information Center

Mullins, Laura; Preyde, Michele

2013-01-01

University institutions are required by law to make their services accessible to students with disabilities. Canadian universities have gone a long way to eliminate the physical obstacles that present barriers for students. Many students with disabilities have invisible disabilities that require different types of adjustments. Although some…

Doing things my way: teaching physical education with a disability.

PubMed

Grenier, Michelle A; Horrell, Andrew; Genovese, Bryan

2014-10-01

Having a disability and being a teacher can be a critical site for examining practices associated with ability, competence, and pedagogy. While there is a growing literature base that examines the experiences of students with disabilities in physical education, there is virtually no research that examines the experiences of physical education teachers with disabilities. Using the capability approach, this article explores the experiences of a physical education teaching intern with a physical disability, significant school members, and the students he interacted with through interviews and documents. The results yielded 3 primary themes. The first, "the fluid nature of the disability discourse," demonstrated the complexity of disability and explored the contrast between static tendencies that stereotype disability and the disability experience. The second theme, "doing things my way," reflected the intern's need to distinguish himself as a teacher by defining contexts for experiencing competence. The third and final theme, "agent of change," explored how the intern's experiences as a teacher with a disability informed his educational narrative.

Investigating the Outcomes and Perceptions of an Inclusive Aquatic Exercise Class for University Students with Physical Disabilities

ERIC Educational Resources Information Center

Dysterheft, Jennifer; Chaparro, Gioella; Rice, Laura; Rice, Ian

2018-01-01

The purpose of this study was to determine whether university students with physical disabilities (SWD) gained similar benefits from recreational physical activity participation as able-bodied (AB) university students as reported in the literature. Researchers designed an inclusive, university-offered aquatic exercise class for SWD. Six SWD…

A Project To Make the Laboratory More Accessible to Students with Disabilities

NASA Astrophysics Data System (ADS)

Lunsford, Suzanne K.; Bargerhuff, Mary Ellen

2006-03-01

This article describes project CLASS (Creating Laboratory Access for Science Students) an innovative NSF-funded project originating at Wright State University in Dayton, Ohio. Project CLASS enables students to participate in chemistry labs regardless of physical or learning disabilities in grades 7 12. This nationally recognized project prepares educators to accommodate and develop adaptive lab equipment to meet the needs of students with physical and learning disabilities while maintaining the integrity of the science curriculum.

Upper And Lower Limbs Disability And Personality Traits.

PubMed

Jabeen, Tahira; Kazmi, Syeda Farhana; Rehman, Atiq Ur; Ahmed, Sajjad

2016-01-01

It is believed that the study of personality has the potentials to enhance our prognostic abilities and can better to expose the etiology of mental illness through the relationship of revealed mechanisms. The focus of this study was to investigate and compare the habitual patterns of behavior, thought and emotions of upper and lower limb physically disabled students in terms of personality traits. This cross sectional study consisted of 100 upper limbs and lower limbs disabled students taken from Kingston school Inclusive Education System Abottabad, Mashal special education system Haripur, Syed Ahmed Shaheed special education center Abottabad, Al-Munir Foundation Mansehra and Hera Special Education System Haripur and 100 normal students taken from Islamic International School Abottabad, Falcon Public School Haripur, Iqra Academy Mansehra and Alhamd International School Haripur of Hazara Division by purposive sampling technique. This study was conducted during the month of June 2013 to May 2014. Goldberg five big personality scale was used for measuring personality traits of physically disabled and normal students. The significant difference of personality traits scores between physically disabled students (M = 139.2, SD=12.0) and normal students (M=184.5, SD=13.2), t (198) =25.3, p<.05 was observed. Normal students have high scores as compared to physically disabled students on big five traits, i.e., Extraversion, Agreeableness, Conscientiousness, Emotional Stability and Openness to Experience.

Perceptions of a disability sport unit in general physical education.

PubMed

Grenier, Michelle; Collins, Karen; Wright, Steven; Kearns, Catherine

2014-01-01

The purpose of this qualitative study was to assess the effectiveness of a disability sport unit in shaping perceptions of disability. Data from interviews, observations, and documents were collected on 87 elementary-aged students, one physical education teacher, and one teaching intern. Comparisons were drawn between fifth graders engaged in a five-week disability sport unit to fourth graders participating in their standard physical education curriculum. Findings revealed differences in the way fourth and fifth graders came to view individuals with disabilities. The results support an analysis of curriculum development that underscores the significance of the social model in positively impacting constructions of disability. Recommendations include the use of disability sports in physical education as an effective strategy for educating students in game play, knowledge of the Paralympics, and the inclusion of individuals with disabilities in a variety of sporting venues.

Increasing Mathematical Computation Skills for Students with Physical and Health Disabilities

ERIC Educational Resources Information Center

Webb, Paula

2017-01-01

Students with physical and health disabilities struggle with basic mathematical concepts. The purpose of this research study was to increase the students' mathematical computation skills through implementing new strategies and/or methods. The strategies implemented with the students was utilizing the ten-frame tiles and technology with the purpose…

On Their LEVEL: How Participation in a University Student Group Shapes Members' Perceptions of Disability

ERIC Educational Resources Information Center

Bialka, Christa S.; Brown, Kara S.; Morro, Danielle; Hannah, Gregory

2017-01-01

This qualitative case study examines the experiences of 27 university students participating in LEVEL, a campus-based group that pairs undergraduates (enactors) and their classmates, who self-identify as having physical disabilities (recipients). The purpose of this research was to understand how enactors' perceptions of physical disability were…

The Influence of Daily Structured Physical Activity on Academic Progress of Elementary Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Everhart, Brett; Dimon, Chelsea; Stone, Danielle; Desmond, Deborah; Casilio, Mary

2012-01-01

Recent evidence suggests regular physical activity can positively influence academic performance. Although, little has been published on physical activity's impact on academic performance of students with intellectual disabilities, research shows the impact on brain and cognitive function of movement and physical activity. In this study, seven…

Teaching physical activities to students with significant disabilities using video modeling.

PubMed

Cannella-Malone, Helen I; Mizrachi, Sharona V; Sabielny, Linsey M; Jimenez, Eliseo D

2013-06-01

The objective of this study was to examine the effectiveness of video modeling on teaching physical activities to three adolescents with significant disabilities. The study implemented a multiple baseline across six physical activities (three per student): jumping rope, scooter board with cones, ladder drill (i.e., feet going in and out), ladder design (i.e., multiple steps), shuttle run, and disc ride. Additional prompt procedures (i.e., verbal, gestural, visual cues, and modeling) were implemented within the study. After the students mastered the physical activities, we tested to see if they would link the skills together (i.e., complete an obstacle course). All three students made progress learning the physical activities, but only one learned them with video modeling alone (i.e., without error correction). Video modeling can be an effective tool for teaching students with significant disabilities various physical activities, though additional prompting procedures may be needed.

Brief report: Exploring the benefits of a peer-tutored physical education programme among high school students with intellectual disability.

PubMed

Gobbi, Erica; Greguol, Márcia; Carraro, Attilio

2018-01-29

The purpose of this study was to explore possible benefits of a peer-tutored physical education programme (PTPE) in comparison with school physical education (SPE) in high school students with intellectual disability. Nineteen students with intellectual disabilities (15 boys, mean age 17.4 ± 1.7 years) were monitored during three PTPE and three SPE classes. A factorial RM-ANOVA was used to test differences on objective measured physical activity (PA), enjoyment and exertion during the two conditions, considering participants' weight condition as independent factor. During PTPE, participants reported higher light intensity PA, enjoyment and exertion than during SPE. Participants with overweight showed less inactive time and higher light intensity PA during PTPE than during SPE. The peer-tutored programme was beneficial for adolescents with intellectual disability, particularly for those in overweight condition. The higher enjoyment found during PTPE may encourage exercise participation of students with intellectual disability. © 2018 John Wiley & Sons Ltd.

GAO Probes Access of Students with Disabilities to Sports

ERIC Educational Resources Information Center

Fine, Lisa

2009-01-01

Although schools have made great strides educating students with disabilities in mainstreamed academic classrooms, some advocates and physical educators say sports programs and physical education classes are the final frontier for full inclusion in public schools. In the past few years, advocates for such students have been demanding greater…

Teaching Social Skills and Assertiveness to Students with Disabilities

ERIC Educational Resources Information Center

Moffett, Aaron; Alexander, Melissa G. F.; Dummer, Gail M.

2006-01-01

This article discusses teaching social skills and assertiveness to students with disabilities. The National Association for Sport and Physical Education (NASPE) content standards for physical education emphasize teaching responsible personal and social behaviors to students of all abilities, to help them develop an understanding of and respect for…

Using Word Prediction Software to Increase Typing Fluency with Students with Physical Disabilities

ERIC Educational Resources Information Center

Tumlin, Jennifer; Heller, Kathryn Wolff

2004-01-01

The purpose of this study was to examine the use of word prediction software to increase typing speed and decrease spelling errors for students who have physical disabilities that affect hand use. Student perceptions regarding the effectiveness of word prediction was examined as well as their typing rates and spelling accuracy. Four students with…

Developing a Telecommunications Curriculum for Students with Physical Disabilities.

ERIC Educational Resources Information Center

Gandell, Terry S.; Laufer, Dorothy

1993-01-01

A telecommunications curriculum was developed for students (ages 15-21) with physical disabilities. Curriculum content included an internal mailbox program (Mailbox), interactive communication system (Blisscom), bulletin board system (Arctel), and a mainframe system (Compuserv). (JDD)

Physical Disabilities: Education and Related Services, Fall 2002-Spring 2003.

ERIC Educational Resources Information Center

Kulik, Barbara J., Ed.

2003-01-01

Two issues of this journal on education and related services for students with physical disabilities contain the following major articles or reviews: "Environmental Effects on Education" (Harold F. Perla); "Using Touch Math for Students with Physical Impairments To Teach and Enhance Beginning Math Skills" (Adrienne L. Duris); "Traumatic Brain…

Accessibility to Laboratories and Equipment for the Physically Handicapped: A Handbook for Vocational Education Personnel.

ERIC Educational Resources Information Center

Erekson, Thomas L.; And Others

Intended to assist Illinois educational personnel to provide vocational education services for students with physical disabilities, the handbook's eight sections focus on program and facility modification to accommodate physically disabled students in regular vocational education programs. Section I introduces the topic, provides an historical…

The Impact of Paralympic School Day on Student Attitudes toward Inclusion in Physical Education

ERIC Educational Resources Information Center

McKay, Catherine

2013-01-01

Paralympic School Day (PSD) is a disability awareness program that provides a platform for attitude change by raising awareness about disability and disability sport. The purpose of this study was to determine if PSD would have a positive impact on the attitudes of students without disabilities toward the inclusion of students with disabilities in…

Social Inclusion of Students with Disabilities in Middle School Physical Education Classes

ERIC Educational Resources Information Center

Butler, Rhea S.; Hodge, Samuel R.

2004-01-01

The purpose of this study was to describe the social interactions of students with and without disabilities in a general physical education (GPE) program. Participants were a girl with Down syndrome and mental retardation, a boy with severe juvenile scoliosis, and their 16 classmates (9 females, 7 males) without disabilities at a rural middle…

High School Physical Education Teachers' Beliefs about Teaching Students with Mild to Severe Disabilities

ERIC Educational Resources Information Center

Casebolt, Kevin M.; Hodge, Samuel R.

2010-01-01

The purpose of this study was to analyze high school physical education teachers' beliefs about teaching students with disabilities in inclusive physical education. The participants (3 men, 2 women) were certified physical education teachers at four suburban high schools. The research method was descriptive-qualitative using a case study approach…

Barriers and Facilitators of Physical Education Participation for Students with Disabilities: An Exploratory Study

ERIC Educational Resources Information Center

Haegele, Justin; Zhu, Xihe; Davis, Summer

2018-01-01

The purpose of this study was to explore the barriers and facilitators to participation in physical education (PE) for students with disabilities (SWD) from the perspectives of in-service physical educators. A convenience sample of 168 physical educators (72% female, 94% Caucasian) from the United States completed a short questionnaire. After data…

Self-Management for Students with Disabilities: The Importance of Teacher Follow-Up

ERIC Educational Resources Information Center

King-Sears, Margaret E.

2006-01-01

Researcher-teacher collaboration occurred during the design and implementation of self-management instruction for two middle school students with different disabilities and for two different target behaviors. One student with physical disabilities was taught to increase safe hall travel during school transitions, and the other student with…

Assistive Devices for Students with Disabilities.

ERIC Educational Resources Information Center

Wisniewski, Lech; Sedlak, Robert

1992-01-01

Describes a variety of devices that can assist students with disabilities. Highlights recently developed devices for students with specific learning disabilities, and with vision, hearing, health, physical, and speech and language impairments. The devices can help rehabilitate, reeducate, facilitate normalcy, or augment current functioning. (GLR)

Access to Music Education: Nebraska Band Directors' Experiences and Attitudes regarding Students with Physical Disabilities

ERIC Educational Resources Information Center

Nabb, David; Balcetis, Emily

2010-01-01

Students with physical disabilities frequently are excluded from participation in instrumental music programs, yet the obstacles band directors face that preclude integration of these students have not been documented systematically. The primary purpose of this study was to measure Nebraska High School band directors' concerns regarding the…

Brazilian Physical Education Teachers' Beliefs about Teaching Students with Disabilities

ERIC Educational Resources Information Center

Hodge, Samuel R.; Haegele, Justin; Gutierres Filho, Paulo; Rizzi Lopes, Gleides

2018-01-01

The purpose of this study was to analyse Brazilian physical education teachers' beliefs about their experiences teaching students with disabilities. Participants were six physical education teachers from schools located in the city of Brasília, Brazil. The research paradigm was descriptive-qualitative situated in the theory of planned behaviour.…

Providing Physical Activity for Students with Intellectual Disabilities: The Motivate, Adapt, and Play Program

ERIC Educational Resources Information Center

Davis, Kathy; Hodson, Patricia; Zhang, Guili; Boswell, Boni; Decker, Jim

2010-01-01

Research has shown that regular physical activity helps to prevent major health problems, such as heart disease, obesity, and diabetes. However, little research has been conducted on classroom-based physical activity programs for students with disabilities. In North Carolina, the Healthy Active Children Policy was implemented in 2006, requiring…

Japanese Physical Educators' Beliefs on Teaching Students with Disabilities at Urban High Schools

ERIC Educational Resources Information Center

Sato, Takahiro; Hodge, Samuel R.

2009-01-01

The purpose of this study was to analyse Japanese physical education teachers' beliefs on teaching students with disabilities in integrated classes. The participants were five physical education teachers in Japan. Situated in planned behaviour theory developed by Icek Ajzen in 1985, the research method was descriptive-qualitative case study as…

Assistive Technologies for Reading

ERIC Educational Resources Information Center

Hasselbring, Ted S.; Bausch, Margaret E.

2006-01-01

Although approximately half of the six million students receiving specialized services for an identified disability are learning disabled, research shows that assistive technologies are far more commonly used with students who manifest physical or sensory disabilities than they are with those with learning disabilities. Assistive technology can…

The Musician as (In)Active Athlete?: Exploring the Association Between Physical Activity and Musculoskeletal Complaints in Music Students.

PubMed

Baadjou, Vera A E; Verbunt, Jeanine A M C F; van Eijsden-Besseling, Marjon D F; Huysmans, Stephanie M D; Smeets, Rob J E M

2015-12-01

Musicians are often compared to athletes because of the physical exertion required to play music. The aim of this study was to explore the physical activity level of music students and to study its relationship with musculoskeletal complaints. A second goal was to assess associations between physical activity and pain, quality of life, and disability. This cross-sectional study among third- and fourth-year music students used an electronic survey including measures for physical activity (SQUASH-Short Questionnaire to Assess Health-enhancing physical activity), musculoskeletal complaints (DMQ-Dutch Musculoskeletal Questionnaire), disability (DASH-Disability Arm, Shoulder, Hand questionnaire) and quality of life (Short Form-12). Students were classified as compliers or non-compliers with moderate- and vigorous-intensity physical activity recommendations. Statistical analysis was done using (non)parametric tests (t-test, Pearson chi-square test, Mann-Whitney U-test) and correlational testing. Participants were 132 students, 63.6% female, with a median age of 23 yrs (range 21.3-25.0). 67% reported musculoskeletal complaints in the past 7 days. Their median physical activity level was 6,390 MET-min/wk, and 62% and 10% of the students accomplished recommendations for moderate-intensity and vigorous-intensity physical activity levels, respectively. No significant differences were found in prevalence of musculoskeletal complaints between students who met moderate- or vigorous-intensity physical activity recommendations and students who did not. Physical activity level was not associated with musculoskeletal complaints (r=0.12, p=0.26). Higher pain intensity was associated with a lower quality of life (r=-0.53 p<0.01) and higher disability (r=0.43, p<0.01). Music students are mainly involved in light- to moderate-intensity physical activities and rarely in vigorous-intensity activities. No correlation was found between physical activity level in the past months and musculoskeletal complaints in music students.

Reducing Physical Violence Toward Primary School Students With Disabilities.

PubMed

Devries, Karen; Kuper, Hannah; Knight, Louise; Allen, Elizabeth; Kyegombe, Nambusi; Banks, Lena Morgon; Kelly, Susan; Naker, Dipak

2018-03-01

We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11-14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26-.65]), students with some functional difficulties (aOR = .36, 95% CI .21-.63), and students with disabilities (aOR = .29, 95% CI .14-.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Enhancing General Physical Educators' Teacher Efficacy when Working with All Students

ERIC Educational Resources Information Center

Umhoefer, Donna; Beyer, Robbi; Vargas, Tiffanye M.

2012-01-01

Since the Public Law 94-142 was enacted in 1975, there has been a push for inclusive classes where students with disabilities are educated along with their peers without disabilities in the least restrictive environment (LRE). The general physical education (GPE) teacher is obligated to ensure that all students are successful in their classes.…

Physical Education Majors' Judgments about Inclusion and Teaching Students with Disabilities

ERIC Educational Resources Information Center

Hodge, Samuel R.; Elliott, Gloria

2013-01-01

The purpose of this study was to analyze the beliefs about inclusion and teaching students with disabilities of physical education (PE) majors from universities in North Carolina (NC). The participants were PE majors (n = 147) and other enrolled students (n = 30) at colleges and universities in NC. The research method was descriptive survey…

Environmental barriers in mainstream schools.

PubMed

Hemmingsson, H; Borell, L

2002-01-01

Research on students with disabilities in mainstream schools often focuses on the students' personal abilities rather than on the establishment itself. To promote inclusive education, the environmental prerequisite for participation has to be explored also. The aim of this study was to identify the barriers to participation in Swedish mainstream schools, from the personal perspective of students with physical disabilities. The study also investigated how gender, diagnosis, level of mobility, academic years and availability of an assistant were related to student-environment fit. A total of 34 students with physical disabilities, aged between 10 and 19 years, participated in the study. The students were assessed by 'The school-setting interview'. Results show that two-thirds of the students experienced barriers to participation in both the physical and the social environment. A majority of the barriers originated from the way in which school activities were organized and carried out in schools. Failure to provide adequate environmental adjustments resulted in restricted participation or exclusion from some of the activities in class. Older students experienced significantly more barriers than younger ones because the school organization was less favourable. The results suggest that the way in which activities are organized in school is the area in need of most improvements to promote participation of students with physical disabilities.

A Diversity of Voices: Physical Education Teachers' Beliefs about Inclusion and Teaching Students with Disabilities

ERIC Educational Resources Information Center

Hodge, Samuel; Ammah, Jonathan O. A.; Casebolt, Kevin M.; LaMaster, Kathryn; Hersman, Bethany; Samalot-Rivera, Amaury; Sato, Takahiro

2009-01-01

The purpose of this study was to analyse the beliefs about inclusion and teaching students with disabilities of physical education teachers from various countries and cultures. The participants were 29 physical education teachers from Ghana (Africa), Japan, the US and Puerto Rico. The research method was explanatory multiple-case study situated in…

The Experiences of Students without Disabilities in Inclusive Physical Education Classrooms: A Review of Literature

ERIC Educational Resources Information Center

Ruscitti, Robert Joseph; Thomas, Scott Gordon; Bentley, Danielle Christine

2017-01-01

The purpose of this literature review was to analyse studies of the experiences of students without disabilities (SWOD) in inclusive physical education (PE) classes. The literature published from 1975 to 2015 was compiled from three online databases (PsycInfo, Physical Education Index and ERIC). Included literature met inclusion criteria focussed…

Utilizing Generalization Tactics to Promote Leisure-Time Physical Activity for Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Haegele, Justin A.; Park, Seung Yeon

2016-01-01

Research suggests that school-aged individuals with intellectual disabilities (ID) tend to be less physically active than their typically developing peers (e.g., Shields, King, Corbett, & Imms, 2014). While these students can be successful in acquiring motor and sport-related skills during physical education, they tend not to use those skills…

Attitudes of Greek Physical Education Teachers toward Inclusion of Students with Disabilities

ERIC Educational Resources Information Center

Papadopoulou, Dionisia; Kokaridas, Dimitrios; Papanikolaou, Zisis; Patsiaouras, Asterios

2004-01-01

The purpose of this study was to examine the attitudes of Greek physical education teachers toward the inclusion of students with disabilities in regular education settings and to compare the results with the findings of similar studies. The sample consisted of 93 participants, all physical education teachers working at different schools of…

Reaching the Next Stephen Hawking: Five Ways to Help Students with Disabilities in Advanced Placement Science Classes

ERIC Educational Resources Information Center

Howard, Lori A.; Potts, Elizabeth A.; Linz, Ed

2013-01-01

As the federal government encourages all students to attempt advanced math and science courses, more students with disabilities are enrolling in Advanced Placement (AP) science classes. AP science teachers can better serve these students by understanding the various types of disabilities (whether physical, learning, emotional, or behavioral),…

Pedagogies for Inclusion of Junior Primary Students with Disabilities in PE

ERIC Educational Resources Information Center

Overton, Hannah; Wrench, Alison; Garrett, Robyne

2017-01-01

Background: Laws and legislation have prompted movement from special education towards inclusive education, whereby students with disabilities are included in mainstream physical education (PE) classes. It is widely acknowledged that including students with disabilities in PE presents significant challenges in relation to meeting the diverse needs…

How School Librarians Can Contribute to the Personal Growth of Students with Disabilities.

ERIC Educational Resources Information Center

Murray, Janet

2000-01-01

Discusses building self-esteem and confidence of disabled students through school library programs, based on Australian case studies. Topics include validity and reliability of case studies; the influence of teacher attitudes on student attitudes toward the disabled; physical accessibility; information literacy; information technology use; and…

Leisure-Time Physical Activity: Experiences of College Students With Disabilities.

PubMed

Devine, Mary Ann

2016-04-01

College years are an experimental phase in young adulthood and can lay the foundation for lifelong behaviors. One type of behavior developed during these years is the use of leisure-time physical activity (LTPA). LTPA experiences of typical college students have been examined, but there is a lack of studies examining the experiences of students with disabilities. The purpose of this inquiry is to understand the experiences of college students with disabilities and their LTPA, with focus on factors that facilitate or create barriers to engagement. Grounded theory was used to understand LTPA with undergraduates with mobility or visual impairments. Results indicated a theme of culture of physical activity and disability as they received a message that engagement in LTPA was "unnecessary" or "heroic," which altered their LTPA experiences. Barriers to LTPA can be understood through a social relational lens to recognize the multidimensionality of barriers and facilitators to LTPA.

Leveling the Playing Field: Adapted PE Brings Together Kids with and without Disabilities.

ERIC Educational Resources Information Center

Jarrett, Denise

2000-01-01

Adapted physical education (APE) makes whatever adjustments are needed to allow students with disabilities to participate in regular physical education classes. APE at Beaverton School District (Oregon) is described, as well as the individualized special physical education classes provided to children with severe disabilities. (SV)

Use of ICT in School: A Comparison between Students with and without Physical Disabilities

ERIC Educational Resources Information Center

Lidstrom, Helene; Granlund, Mats; Hemmingsson, Helena

2012-01-01

The aim of this study was to determine the information and communication technologies use in school activities of two groups of students with physical disabilities, comprised of those who did and those who did not use a computer-based assistive technology device (ATD) and to make a comparison with students from the general population. In addition,…

Environmental and Community Health: Individualized Health Incentive Program Modules for Physically Disabled Students for Grades Kindergarten Through Twelve. Teacher's Edition.

ERIC Educational Resources Information Center

Reggio, Kathryn D.; And Others

The fourth in a series of health education modules for physically handicapped students (grades K-12) centers on environmental and community health. Considered in an introductory section are definitions and descriptions of nine types of physical disabilities, and reviewed are learning activities in environmental and community health at The Human…

Students with Disabilities: More Information and Guidance Could Improve Opportunities in Physical Education and Athletics. Report to Congressional Requesters. GAO-10-519

ERIC Educational Resources Information Center

Ashby, Cornelia M.

2010-01-01

Research has established that physical activity and participation in athletics provides important health and social benefits for children. Certain federal laws help ensure that kindergarten-12th grade schools provide students with disabilities opportunities to participate in physical education (PE) and extracurricular athletics equal to those of…

Science Careers and Disabled Students.

ERIC Educational Resources Information Center

Jagoda, Sue; Cremer, Bob

1981-01-01

Summarizes proceedings and student experiences at the 1980 Science Career Workshop for Physically Disabled Students at the Lawrence Hall of Science (University of California). Includes a description of the key-note speaker's topics, and other workshop activities. (DS)

Students' Rights and a Response to Legislation

ERIC Educational Resources Information Center

Aiello, Rocco

2012-01-01

This is a very special year; it is a Paralympic year featuring the 2012 London Paralympics. So why should teachers consider including disability sport, especially Paralympic sport, in the general physical education (GPE) curriculum? Because students with and without disabilities could benefit from such a curriculum model, and physical education…

Standards for Teachers of Students with Physical and Health Disabilities

ERIC Educational Resources Information Center

Baldwin, Joni L.

2007-01-01

The Council for Exceptional Children (CEC) has been involved in the development of standards for teachers of students with exceptional learning needs since 1922. These standards drive the curriculum of institutions of higher education and state licensing requirements. The Division for Physical and Health Disabilities assisted in developing…

Japanese Physical Education Teachers' Beliefs about Teaching Students with Disabilities

ERIC Educational Resources Information Center

Sato, Takahiro; Hodge, Samuel R.; Murata, Nathan M.; Maeda, Julienne K.

2007-01-01

The purpose of this study was to describe Japanese physical education (PE) teachers' beliefs about teaching students with disabilities in integrated classes. Participants were five Japanese PE teachers (one women and four men). The research was descriptive and qualitative, using an interviewing method. Data were gathered in interviews, analysed…

Learning from Physicians with Disabilities and Their Patients.

PubMed

DeLisa, Joel A; Lindenthal, Jacob Jay

2016-10-01

Although progress has been made in diversifying medical school admissions and faculty, this has not extended to physicians with physical disabilities. To improve our understanding of medical students and physicians with physical and sensory disabilities, the authors propose systematically gathering information on the needs and experiences of four groups: physicians who had disabilities before beginning practice, physicians whose disabilities were incurred during their medical careers, physicians drawn from those two groups, and patients of physicians with disabilities. It is hoped these data would be used by counselors, administrators, and admissions committees in advising medical school applicants with disabilities and in revising institutional policies with a view to increasing matriculation and graduation rates of medical students with disabilities. © 2016 American Medical Association. All Rights Reserved.

The effect of peer tutoring on interaction behaviors in inclusive physical education.

PubMed

Klavina, Aija; Block, Martin E

2008-04-01

This study assessed the effect of peer tutoring on physical, instructional, and social interaction behaviors between elementary school age students with severe and multiple disabilities (SMD) and peers without disabilities. Additional measures addressed the activity time of students with SMD. The study was conducted in inclusive general physical education settings under three instructional support conditions for students with SMD: (a) teacher-directed, (b) peer-mediated, and (c) voluntary peer support. During peer-mediated and voluntary peer support conditions, the instructional and physical interaction behaviors between students with SMD and their peers increased, while social interactions remained low. The activity engagement time data increased for all target students throughout intervention sessions. Interactions between students with SMD and teachers decreased toward the end of intervention.

A Comparison of Able-Bodied and Disabled College Students on Erikson's Ego Stages and Maslow's Needs Levels.

ERIC Educational Resources Information Center

Kriegsman, Kay Harris; Hershenson, David B.

1987-01-01

Compared physically disabled and able-bodied college students on Erickson's epigenetic stages of life-span development, and Maslow's motivational needs hierarchy of personality development. The groups were more similar than dissimilar in ego development and needs level. College students with disabilities may be a select population because of their…

Teachers' Beliefs on Inclusion and Teaching Students with Disabilities: A Representation of Diverse Voices

ERIC Educational Resources Information Center

Hodge, Samuel R.; Sato, Takahiro; Samalot-Rivera, Amaury; Hersman, Bethany L.; LaMaster, Kathryn; Casebolt, Kevin M.; Ammah, Jonathan O. A.

2009-01-01

The purpose of this study was to analyze the beliefs of physical education teachers on teaching students with disabilities in inclusive classes. Participants were 29 physical education teachers from Ghana (Africa), Japan, the United States, and Puerto Rico. The research paradigm was qualitatively descriptive using a multisite interview design…

Promoting Athletic Participation for Students with Disabilities: Trends and Issues

ERIC Educational Resources Information Center

Morey, Melissa; Ennis, Robin Parks; Katsiyannis, Antonis

2018-01-01

Engaging in physical activity is important for school-age children, as it promotes a healthy and active lifestyle. However, barriers to participation in physical education and athletics often prevent students with disabilities from engaging in these important activities. There are several legal precedents that should be considered as schools seek…

Physical Disabilities: Education and Related Services, Fall 2001-Spring 2002.

ERIC Educational Resources Information Center

Kulik, Barbara J., Ed.

2001-01-01

These journal articles, which address the education of students with physical disabilities, include the following: (1) an interview with Jim Silcock, a Joan Wald Bacon Award Recipient for 2000; (2) Students with Orthopedic Impairments in the General Education Classroom: A Survey of Teacher Roles and Responsibilities (Alison M. Stafford and…

Perspectives of Students with Disabilities toward Physical Education: A Qualitative Inquiry Review

ERIC Educational Resources Information Center

Haegele, Justin A.; Sutherland, Sue

2015-01-01

The purpose of this article is to review published qualitative inquiries that examine the perspective of students with disabilities toward experiences in physical education. Keyword searches were used to identify articles from electronic databases published from 1995 to 2014. Thirteen articles met all inclusion criteria, and findings were…

Perceptions of Hong Kong Physical Education Teachers on the Inclusion of Students with Disabilities

ERIC Educational Resources Information Center

Qi, Jing; Wang, Lijuan; Ha, Amy

2017-01-01

Based on Lev Vygotsky's social constructivism theory, this study examined the perceptions of Hong Kong physical education (PE) teachers regarding the inclusion of students with disabilities in general PE programmes. Eight secondary PE teachers (female = 5, male = 3) were recruited for individual semi-structured interviews. Data gathered from the…

Individualized Health Incentive Program Modules for Physically Disabled Students in Grades Kindergarten Through Twelve.

ERIC Educational Resources Information Center

Reggio, Kathryn D.

Individualized health incentive program modules were developed for students having severe physical disabilities. Their needs fell into these categories: lack of function of the involuntary nervous system; paralysis or lack of feeling; bracing or confinement to a wheelchair; muscular weakness; arm and joint immobility; prosthetic limbs; brittle…

The Effect of Peer Tutoring on Interaction Behaviors in Inclusive Physical Education

ERIC Educational Resources Information Center

Klavina, Aija; Block, Martin E.

2008-01-01

This study assessed the effect of peer tutoring on physical, instructional, and social interaction behaviors between elementary school age students with severe and multiple disabilities (SMD) and peers without disabilities. Additional measures addressed the activity time of students with SMD. The study was conducted in inclusive general physical…

Safety and Survival Education: Individualized Health Incentive Program Modules for Physically Disabled Students for Grades Kindergarten Through Twelve.

ERIC Educational Resources Information Center

Reggio, Kathryn D.; And Others

The first in a series of health education modules for physically handicapped students (grades K-12) presents curricula for safety and survival education. An introductory section reviews descriptions and safety considerations for specific disabilities and discusses procedures for developing individualized health incentive modules in safety…

Culturally Responsive Instruction for Students with Multiple or Severe Physical Impairments

ERIC Educational Resources Information Center

Glimps, Blanche Jackson; Ford, Theron

2006-01-01

Are there students with physical disabilities who are so severely impaired that their culture can not be taken into consideration? Growing numbers of preschool and school age children with such disabilities are from non-European countries including Africa, South America, East Asia, and the Caribbean Islands. In addition, children who are American…

General Education Teachers and Students with Physical Disabilities: A Revisit

ERIC Educational Resources Information Center

Singh, Delar K.; Sakofs, Mitchell

2006-01-01

This article reports the findings of a research study that investigated the knowledge base and the perceptions of professional competence of 115 general education teachers as they relate to the inclusion of students with physical disabilities. Members of the sample represented elementary and secondary teachers who were teaching in rural, urban,…

Able Scientists--Disabled Persons. Biographical Sketches Illustrating Careers in the Sciences for Able Disabled Students.

ERIC Educational Resources Information Center

Stearner, Phyllis

This book describes the lives and achievements of 27 disabled scientists and students of science who are overcoming obstacles and are carrying on careers and studies in their chosen field of science or engineering, graphically showing that individuals with physical disabilities can succeed in scientific and technical work. The book presents a…

34 CFR 685.218 - Discharge of student loan indebtedness for survivors of victims of the September 11, 2001, attacks.

Code of Federal Regulations, 2010 CFR

2010-07-01

... disabled if— (A) The disability is the result of a physical injury to the individual that was treated by a...; (B) The physical injury that caused the disability is verified by contemporaneous medical records... individual is unable to work and earn money due to the disability and the disability is expected to continue...

Perceived images of disability: the reflections of two undergraduate medical students in a university in South Africa on life in a wheelchair.

PubMed

Amosun, Seyi L; Volmink, Lauren; Rosin, Rainer

2005-08-19

The purpose of this manuscript is to document the experiences of two undergraduate medical students at the University of Cape Town, South Africa, who registered for a 4-week special study module titled "Images of Disability", as part of the medical training programme. The objective of the module was to foster the development of positive attitudes toward persons with physical disability through role-playing. The special study module required that the students assumed they had mobility impairments and were physically confined to wheelchairs. The students were required to document their personal experiences of life in a wheelchair for five consecutive working days. The students had to deal with their perceptions of the attitudes of individuals they interacted with, which resulted in feeling of inferiority and lowered self-esteem. The students also identified obstacles in the environment which hindered integration. The students reported significant positive changes in their attitudes towards persons with disabilities.

Relationship among Students' Attitudes, Intentions and Behaviors towards the Inclusion of Peers with Disabilities, in Mainstream Physical Education Classes

ERIC Educational Resources Information Center

Bebetsos, Evangelos; Zafeiriadis, Stratos; Derri, Vassiliki; Kyrgiridis, Pavlos

2013-01-01

Students' attitudes, intentions and behaviours towards their peers with disabilities are important to their mutual co-existence and development. The aim of this study was to investigate a) whether students' attitudes and intentions towards their schoolmates with disabilities are related to their general and modified behavior in mainstream physical…

Physical education teachers' attitudes towards children with intellectual disability: the impact of time in service, gender, and previous acquaintance.

PubMed

Ozer, D; Nalbant, S; Aǧlamıș, E; Baran, F; Kaya Samut, P; Aktop, A; Hutzler, Y

2013-11-01

This study investigated attitudes towards teaching students with intellectual disability (ID) within a representative sample of secondary school physical education (PE) teachers, and to determine the effects of age, gender, teaching experience, and having acquaintance with ID and students with ID on their attitudes. Participants were 729 secondary school PE teachers who worked in 81 major cities of Turkey. The Teachers Attitudes towards Children with Intellectual Disability Scale was administered. The statistical analysis revealed that there was no significant effect on factors and total attitudes scores of gender and having students with ID. Significant effects on factors and total attitudes score were found in teaching experiences and having acquaintance with ID. It is encouraged to maintain and further develop in-service education programmes of adapted physical activity for PE teachers. © 2012 The Authors. Journal of Intellectual Disability Research © John Wiley & Sons Ltd, MENCAP & IASSID.

Teaching Nontherapists To Do Positioning and Handling in Educational Settings. TIES: Therapy in Educational Settings.

ERIC Educational Resources Information Center

Cicirello, Nancy; And Others

This manual helps physical and occupational therapists instruct nontherapists in positioning and handling students with physical disabilities. A chapter on movement and motor disability covers types of abnormality in muscle tone. A chapter on handling explains appropriate handling techniques and why they are necessary to the student's well-being.…

Handwriting Characteristics among Secondary Students with and without Physical Disabilities: A Study with a Computerized Tool

ERIC Educational Resources Information Center

Li-Tsang, Cecilia W. P.; Au, Ricky K. C.; Chan, Michelle H. Y.; Chan, Lily W. L.; Lau, Gloria M. T.; Lo, T. K.; Leung, Howard W. H.

2011-01-01

The purpose of the present study was to investigate the handwriting characteristics of secondary school students with and without physical disabilities (PD). With the use of a computerized Chinese Handwriting Assessment Tool (CHAT), it was made possible to objectively assess and analyze in detail the handwriting characteristics of individual…

Applying Universal Design for Learning and the Inclusion Spectrum for Students with Severe Disabilities in General Physical Education

ERIC Educational Resources Information Center

Grenier, Michelle; Miller, Nancy; Black, Ken

2017-01-01

General physical education (GPE) affords many opportunities for students with and without disabilities to interact and develop positive peer relationships. This case study describes one teacher's use of collaborative practices, universal design for learning (UDL), and the inclusion spectrum to create an accessible learning environment in which the…

The Impact of Paralympic School Day on Student Attitudes Toward Inclusion in Physical Education.

PubMed

McKay, Cathy; Block, Martin; Park, Jung Yeon

2015-10-01

The purpose of this study was to determine if Paralympic School Day (PSD), a published disability awareness program, would have a positive impact on the attitudes of students without disabilities toward the inclusion of students with disabilities in physical education classes. Participants were 143 sixth-grade students who were divided into 2 groups (experimental n = 71, control n = 72), with the experimental group receiving the PSD treatment. Participants responded 2 times to Siperstein's Adjective Checklist and Block's Children's Attitudes Toward Integrated Physical Education-Revised (CAIPE-R) questionnaire. Four ANCOVA tests were conducted. Results indicated a significant PSD treatment effect across all 4 measures: Adjective Checklist (p = .046, η² = .03), CAIPE-R (p = .002, η² = .04), inclusion subscale (p = .001, η² = .05), and sport-modification subscale (p = .027, η² = .02).

An Exploratory Study of Substance Use and Misuse among College Students with and without ADHD and Other Disabilities

ERIC Educational Resources Information Center

Janusis, Grace M.; Weyandt, Lisa L.

2010-01-01

Objective: The present study investigated potential differences between college students with and without disabilities (including ADHD, Asperger's syndrome, executive functioning disorder, and learning, mental health, vision, hearing, and physical/chronic disabilities) regarding self-reported substance use and misuse, perceived stress, and…

Helping General Physical Educators and Adapted Physical Educators Address the Office Of Civil Rights Dear Colleague Guidance Letter: Part VI--Addressing Professional Preparation for Serving Students with Disabilities in Extracurricular Athletic Programs

ERIC Educational Resources Information Center

Silliman-French, Lisa; French, Ron

2013-01-01

One of the major components in the development of quality extracurricular athletic (ECA) programs that involves the infusion of students who have been classified as educationally disabled is the preparation of effective, high-quality physical educators who will assume coaching positions (U.S. Government Accountability Office, 2012). These coaches…

Moving to Inclusion. Active Living through Physical Education: Maximizing Opportunities for Students with a Disability = Integration en Mouvement. La vie active par l'education physique: Multipliez les possibilities offertes aux eleves ayant un handicap.

ERIC Educational Resources Information Center

Active Living Alliance for Canadians with a Disability, Gloucester (Ontario).

This document is composed of 10 manuals which provide both general and specific guidelines to facilitate the inclusion of Canadian students with disabilities in physical education programs. An introductory manual identifies general concepts, strategies, and practical approaches that can be used in an inclusive physical education program. It…

Children's Beliefs toward Cooperative Playing with Peers with Disabilities in Physical Education

ERIC Educational Resources Information Center

Obrusnikova, Iva; Block, Martin E.; Dillon, Suzanna

2010-01-01

Theory of Planned Behavior (Ajzen, 1991) was used to elicit salient behavioral, normative, and control beliefs of children without disabilities toward playing with a hypothetical peer with a disability in general physical education. Participants were 350 elementary and middle school students who completed two questionnaires. Questionnaires were…

Lived Employment Experiences of College Students and Graduates with Physical Disabilities in the United States

ERIC Educational Resources Information Center

Kim, Mikyong Minsun; Williams, Brenda C.

2012-01-01

This phenomenological study aims at understanding lived experiences of college seniors and recent college graduates with physical disabilities seeking employment opportunities after graduation in the USA The extensive interviews revealed that participants' attitudes about and experiences with disability are diverse (pain to pride, denied…

34 CFR 674.64 - Discharge of student loan indebtedness for survivors of victims of the September 11, 2001, attacks.

Code of Federal Regulations, 2010 CFR

2010-07-01

... if— (A) The disability is the result of a physical injury to the individual that was treated by a...; (B) The physical injury that caused the disability is verified by contemporaneous medical records... individual is unable to work and earn money due to the disability and the disability is expected to continue...

Innovation in teaching deaf students physics and astronomy in Bulgaria

NASA Astrophysics Data System (ADS)

Zamfirov, Milen; Saeva, Svetoslava; Popov, Tsviatko

2007-01-01

This paper presents a new strategy to be implemented in Bulgarian schools in teaching physics and astronomy to students with impaired hearing at grades 7 (13-year-old students) and 8 (14-year-old students). The strategy provides effective education for students with hearing disabilities in mainstream schools as well as for those attending specialized schools. A multimedia CD has been developed, which offers a large number of basic terms from the corresponding fields of physics and astronomy, accompanied by textual explanation and various illustrations. The terms are explained in Bulgarian, Bulgarian Sign Language and English. This multimedia product can be used by children with hearing disabilities, as well as by children without disorders.

Bullying and Students with Disabilities: A Systematic Literature Review of Intervention Studies

ERIC Educational Resources Information Center

Houchins, David E.; Oakes, Wendy Peia; Johnson, Zachary G.

2016-01-01

Bullying is a serious issue affecting the psychological, social, and physical well-being of students. Although a substantial amount of bullying research has been conducted with general education students, there is a paucity of experimental prevention or intervention studies specifically focused on students with disabilities. The aim of this…

Tips for Dealing with Behavior Management Issues

ERIC Educational Resources Information Center

Bechtel, Pamela A.; Stevens, Lisa A.; Brett, Christine E. W.

2012-01-01

The increased diversity of today's students included in P-12 physical education classes creates new challenges in behavior management for physical education teachers. Currently more students with identified at-risk behaviors, as well as more students with physical or mental disabilities, are placed in general physical education classes. This…

Instilling positive beliefs about disabilities: pilot testing a novel experiential learning activity for rehabilitation students.

PubMed

Silverman, Arielle M; Pitonyak, Jennifer S; Nelson, Ian K; Matsuda, Patricia N; Kartin, Deborah; Molton, Ivan R

2018-05-01

To develop and test a novel impairment simulation activity to teach beginning rehabilitation students how people adapt to physical impairments. Masters of Occupational Therapy students (n = 14) and Doctor of Physical Therapy students (n = 18) completed the study during the first month of their program. Students were randomized to the experimental or control learning activity. Experimental students learned to perform simple tasks while simulating paraplegia and hemiplegia. Control students viewed videos of others completing tasks with these impairments. Before and after the learning activities, all students estimated average self-perceived health, life satisfaction, and depression ratings among people with paraplegia and hemiplegia. Experimental students increased their estimates of self-perceived health, and decreased their estimates of depression rates, among people with paraplegia and hemiplegia after the learning activity. The control activity had no effect on these estimates. Impairment simulation can be an effective way to teach rehabilitation students about the adaptations that people make to physical impairments. Positive impairment simulations should allow students to experience success in completing activities of daily living with impairments. Impairment simulation is complementary to other pedagogical methods, such as simulated clinical encounters using standardized patients. Implication of Rehabilitation It is important for rehabilitation students to learn how people live well with disabilities. Impairment simulations can improve students' assessments of quality of life with disabilities. To be beneficial, impairment simulations must include guided exposure to effective methods for completing daily tasks with disabilities.

Effects of an Adapted Physical Education Teaching Model on Special Educator Teaching Approaches for Students with Low Incidence Disabilities

ERIC Educational Resources Information Center

Laughlin, Michael K.

2013-01-01

The purpose of this study was to examine the effects of a training package, which consisted of the Flex Grid Teaching Model along with adapted physical education consultation, on special education teacher instruction of functional motor skill acquisition instruction to secondary students with low incidence disabilities. Special education teachers…

Barriers to Physical Access for Students with Motor Disability at the University of Granada

ERIC Educational Resources Information Center

Polo, Maria Tamara; Lopez, Maria Dolores

2005-01-01

Introduction: For a number of years we have been witnessing the progressive incorporation of disabled students into the university. There are publications (Alcantud, 1995) which recount experiences of social and educational integration of the disabled in primary and secondary education. However, it is more difficult to find documentation on…

Disabled Students in the Performing Arts--Are We Setting Them up to Succeed?

ERIC Educational Resources Information Center

Band, Susan Ann; Lindsay, Geoff; Neelands, Jonothan; Freakley, Vivien

2011-01-01

Professional training opportunities for students with physical and learning disabilities in the performing arts are conceived and developed in the context of government policy initiatives for inclusion and models of disability that aim to ensure that educational provision is of a kind which does not stigmatise individuals or devalue their…

Critical Components of Exit Transition Services to Postsecondary Education for Students with Disabilities in Southwest Virginia

ERIC Educational Resources Information Center

Lee, Gerald Dale, Jr.

2017-01-01

Students with disabilities face the challenges of transitioning from secondary school to higher education with the added difficulties associated with specific physical, emotional, or learning disabilities. In this qualitative study, this researcher (a) observed practices that transition service professionals used during exit transition meetings…

The Modification of Educational Equipment and Curriculum for Maximum Utilization by Physically Disabled Persons; Curriculum and Instructional Techniques for Physically Disabled Students. Human Resources Study Number 12.

ERIC Educational Resources Information Center

Nemarich, Samuel P.; Velleman, Ruth A.

Designed to suggest solutions to problems of curricula and instructional techniques for physically disabled children, the text considers the nature of the child and discusses these aspects of curriculum and methods: definitions and objectives; teachers and administrators; time requirements and enrichment; grouping; reading instruction; testing,…

Impact of Self-Concept of Disabled Learners on Inclusive Physical Education

ERIC Educational Resources Information Center

Ali, Mohammed Y.

2012-01-01

This paper examines the conceptual foundations of self-concept, self-esteem and the self as they relate to disabled students in the context of physical education. Disable school children experience severe discriminations in society and within the school system, especially if the school is the mainstream type. With increasing emphasis on…

Fostering Resilience through Art Education for Children with Severe Physical Disabilities

ERIC Educational Resources Information Center

Swanson, Sarah

2017-01-01

The purpose of this study is to measure the effects of fostering resilience through art education for students with severe physical disabilities ages 7-21. Recent trends of fostering resilience through art education were explored. Current attitudes towards art education for severely disables individuals were also explored. Of particular interest…

Full-participation of students with physical disabilities in science and engineering laboratories.

PubMed

Jeannis, Hervens; Joseph, James; Goldberg, Mary; Seelman, Katherine; Schmeler, Mark; Cooper, Rory A

2018-02-01

To conduct a literature review identifying barriers and facilitators students with physical disabilities (SwD-P) may encounter in science and engineering (S&E) laboratories. Publications were identified from 1991 to 2015 in ERIC, web of science via web of knowledge, CINAHL, SCOPUS, IEEEXplore, engineering village, business source complete and PubMed databases using search terms and synonyms for accommodations, advanced manufacturing, additive manufacturing, assistive technology (AT), barriers, engineering, facilitators, instructor, laboratory, STEM education, science, students with disabilities and technology. Twenty-two of the 233 publications that met the review's inclusion criteria were examined. Barriers and facilitators were grouped based on the international classification of functioning, disability and health framework (ICF). None of the studies directly found barriers or facilitators to SwD-P in science or engineering laboratories within postsecondary environments. The literature is not clear on the issues specifically related to SwD-P. Given these findings, further research (e.g., surveys or interviews) should be conducted to identify more details to obtain more substantial information on the barriers that may prevent SwD-P from fully participating in S&E instructional laboratories. Implications for Rehabilitation Students with disabilities remain underrepresented going into STEM careers. A need exist to help uncover barriers students with disabilities encounter in STEM laboratory. Environments. Accommodations and strategies that facilitate participation in STEM laboratory environments are promising for students with disabilities.

Prevalence and Associated Factors for Musculoskeletal Pain and Disability Among Spanish Music Conservatory Students.

PubMed

Rodríguez-Romero, Beatriz; Pérez-Valiño, Coral; Ageitos-Alonso, Beatriz; Pértega-Díaz, Sonia

2016-12-01

To assess the prevalence of and factors associated with musculoskeletal pain (MSP) and neck and upper limb disability among music conservatory students. An observational study in two Spanish conservatories, investigating a total of 206 students, administered the Nordic Musculoskeletal Questionnaire, visual analog scale for pain intensity, Neck Disability Index, DASH, and SF-36. Demographic and lifestyle characteristics and musical performance variables were recorded. Regression models were performed to identify variables associated with MSP for the four most affected anatomical regions and with neck and upper limb disability. The locations with the highest prevalence of MSP were the neck, upper back, shoulders, and lower back. Mild disability affected 47% of participants in the neck and 31% in the upper limbs. Mental health (SF-36) was below the average for the general population (45.5±10.2). Women were more likely to suffer neck pain (odds ratio [OR] 1.1-5.2), lower back pain (OR 1.7-8.7), and neck disability (B 0.6-7.8). The risk for shoulder pain was higher in those who played for more hours (OR 1.7-24.7) and lower among those who performed physical activity (OR 0.23-1.00). Disability in the neck (B -0.3) and upper limbs (B -0.4) was associated with poorer mental health (SF-36). MSP is highly prevalent in music students. Neck and upper limb disability were slight to moderate and both were associated with poorer mental health. The main factors associated with MSP were being female, hours spent practicing, and physical activity. Physical and psychological factors should be taken into account in the prevention of MSP in student-musicians.

Effective Laboratory Experiences for Students with Disabilities: The Role of a Student Laboratory Assistant

NASA Astrophysics Data System (ADS)

Pence, Laura E.; Workman, Harry J.; Riecke, Pauline

2003-03-01

Two separate experiences with students whose disabilities significantly limited the number of laboratory activities they could accomplish independently has given us a general experience base for determining successful strategies for accommodating students facing these situatiuons. For a student who had substantially limited physical mobility and for a student who had no visual ability, employing a student laboratory assistant allowed the students with disabilities to have a productive and positive laboratory experience. One of the priorities in these situations should be to avoid depersonalizing the student with a disability. Interactions with the instructor and with other students should focus on the disabled student rather than the student laboratory assistant who may be carrying out specific tasks. One of the most crucial aspects of a successful project is the selection of a laboratory assistant who has excellent interpersonal skills and who will add his or her creativity to that of the student with a disability to meet unforeseen challenges. Other considerations are discussed, such as the importance of advance notification that a disabled student has enrolled in a course as well as factors that should contribute to choosing an optimum laboratory station for each situation.

Perceptions of Secondary School Students with Mild Disabilities to the Academic and Social Support Mechanisms Implemented in Regular Classrooms

ERIC Educational Resources Information Center

O'Rourke, John; Houghton, Stephen

2008-01-01

The Student Perceptions of Classroom Support Scale (SPCS), which measures the perceptions of students with mild disabilities of academic and social support mechanisms implemented in regular classrooms, was administered to 60 secondary school-aged students. Data were obtained with reference to curricular, instructional, physical and peer support…

Evaluating the effectiveness of an intervention program to influence attitudes of students towards peers with disabilities.

PubMed

de Boer, Anke; Pijl, Sip Jan; Minnaert, Alexander; Post, Wendy

2014-03-01

In this study we examine the effectiveness of an intervention program to influence attitudes of elementary school students towards peers with intellectual, physical and severe physical and intellectual disabilities. A quasi-experimental longitudinal study was designed with an experimental group and a control group, both comprising two rural schools. An intervention program was developed for kindergarten (n(experimental) = 22, n(control) = 31) and elementary school students without disabilities (n(experimental) = 91, n(control) = 127) (age range 4-12 years old). This intervention consisted of a 3 weeks education project comprising six lessons about disabilities. The Acceptance Scale for Kindergarten-revised and the Attitude Survey to Inclusive Education were used to measure attitudes at three moments: prior to the start of the intervention, after the intervention and 1 year later. The outcomes of the multilevel analysis showed positive, immediate effects on attitudes of kindergarten students, but limited effects on elementary school students' attitudes.

Julie Goes to College.

ERIC Educational Resources Information Center

Morfee, Pat; Morfee, Tom

1987-01-01

Parents describe how the Disabled Students' Program at the University of California-Berkeley supported their daughter with cerebral palsy in pursuing an independent college career. Two vignettes describing college students' (with muscular dystrophy and physical disabilities) adjustment at Boston University are presented. (CB)

Design and Uses of an Audio/Video Streaming System for Students with Disabilities

ERIC Educational Resources Information Center

Hogan, Bryan J.

2004-01-01

Within most educational institutes there are a substantial number of students with varying physical and mental disabilities. These might range from difficulty in reading to difficulty in attending the institute. Whatever their disability, it places a barrier between them and their education. In the past few years there have been rapid and striking…

Should Schools Expect Poor Physical and Mental Health, Social Adjustment, and Participation Outcomes in Students with Disability?

PubMed Central

Vaz, Sharmila; Cordier, Reinie; Falkmer, Marita; Ciccarelli, Marina; Parsons, Richard; McAuliffe, Tomomi; Falkmer, Torbjorn

2015-01-01

The literature on whether students with disabilities have worse physical and mental health, social adjustment, and participation outcomes when compared to their peers without disabilities is largely inconclusive. While the majority of case control studies showed significantly worse outcomes for students with disabilities; the proportion of variance accounted for is rarely reported. The current study used a population cross-sectional approach to determine the classification ability of commonly used screening and outcome measures in determining the disability status. Furthermore, the study aimed to identify the variables, if any, that best predicted the presence of disability. Results of univariate discriminant function analyses suggest that across the board, the sensitivity of the outcome/screening tools to correctly identify students with a disability was 31.9% higher than the related Positive Predictive Value (PPV). The lower PPV and Positive Likelihood Ratio (LR+) scores suggest that the included measures had limited discriminant ability (17.6% to 40.3%) in accurately identifying students at-risk for further assessment. Results of multivariate analyses suggested that poor health and hyperactivity increased the odds of having a disability about two to three times, while poor close perceived friendship and academic competences predicted disability with roughly the same magnitude. Overall, the findings of the current study highlight the need for researchers and clinicians to familiarize themselves with the psychometric properties of measures, and be cautious in matching the function of the measures with their research and clinical needs. PMID:25965845

Should schools expect poor physical and mental health, social adjustment, and participation outcomes in students with disability?

PubMed

Vaz, Sharmila; Cordier, Reinie; Falkmer, Marita; Ciccarelli, Marina; Parsons, Richard; McAuliffe, Tomomi; Falkmer, Torbjorn

2015-01-01

The literature on whether students with disabilities have worse physical and mental health, social adjustment, and participation outcomes when compared to their peers without disabilities is largely inconclusive. While the majority of case control studies showed significantly worse outcomes for students with disabilities; the proportion of variance accounted for is rarely reported. The current study used a population cross-sectional approach to determine the classification ability of commonly used screening and outcome measures in determining the disability status. Furthermore, the study aimed to identify the variables, if any, that best predicted the presence of disability. Results of univariate discriminant function analyses suggest that across the board, the sensitivity of the outcome/screening tools to correctly identify students with a disability was 31.9% higher than the related Positive Predictive Value (PPV). The lower PPV and Positive Likelihood Ratio (LR+) scores suggest that the included measures had limited discriminant ability (17.6% to 40.3%) in accurately identifying students at-risk for further assessment. Results of multivariate analyses suggested that poor health and hyperactivity increased the odds of having a disability about two to three times, while poor close perceived friendship and academic competences predicted disability with roughly the same magnitude. Overall, the findings of the current study highlight the need for researchers and clinicians to familiarize themselves with the psychometric properties of measures, and be cautious in matching the function of the measures with their research and clinical needs.

Working with the disabled patient: exploring student nurses views for curriculum development using a SWOT analysis.

PubMed

Willis, Diane S; Thurston, Mhairi

2015-02-01

Increased longevity will mean an increase in people presenting with cognitive and physical disabilities, such as sight loss or dementia. The Patient Rights (Scotland) Act 2011 states that health care should be patient-focussed, taking into account patient needs. This will necessitate nursing curricula to reflect the needs of people who have disabilities and equip the future workforce with knowledge and skills to provide appropriate care. This study explores student nurses' strengths and weakness when working with people with disabilities and identifies opportunities and threats to developing their knowledge and skills to meet the needs of this population. As part of a study day, students from the year one Nursing programme were asked to take part in a SWOT analysis and post comments under the categories: strengths, weakness, opportunity and threats on a central wall about working with people with disabilities. Students acknowledged some of the challenges of being disabled especially in a health setting but also believed they were developing their skills to provide holistic care that ensured autonomy. Communication was viewed as both a strength and weakness and was identified as an essential skill to working effectively with people who had a disability. Students acknowledged that clinical staff were not always experts in working with people who were disabled and welcomed the opportunity to work with experts and clients as well as being directed to resources to increase their knowledge. Integration of disability into the nursing curriculum is needed to ensure students have awareness of and the confidence to work effectively with people who have a range of cognitive and physical disabilities alongside other medical problems. Copyright © 2014 Elsevier Ltd. All rights reserved.

Project: "Teach 'n' Reach" Physically Handicapped: Physical and Health Impaired, Visually Impaired. (Book 4 out of 4.)

ERIC Educational Resources Information Center

Kagan, Arleen

The final volume (the fifth in the series and the fourth curriculum guide) in Project Teach 'n' Reach, a program designed to teach nondisabled students about disabilities, focuses on physical disabilities. Information on goals, performance objectives, and activity procedures are presented for topics dealing with physical and health impairments,…

The Effects of Word Prediction on Writing Fluency for Students with Physical Disabilities

ERIC Educational Resources Information Center

Mezei, Peter John

2009-01-01

Writing is a multifaceted, complex task that involves interaction between physical and cognitive skills. Individuals with physical disabilities vary in terms of both their physical and cognitive abilities. Often they must overcome one or more significant barriers in order to engage in the task of writing. Minimizing or eliminating barriers is…

Physical Disability, Stigma, and Physical Activity in Children

ERIC Educational Resources Information Center

Barg, Carolyn J.; Armstrong, Brittany D.; Hetz, Samuel P.; Latimer, Amy E.

2010-01-01

Using the stereotype content model as a guiding framework, this study explored whether the stigma that able-bodied adults have towards children with a physical disability is reduced when the child is portrayed as being active. In a 2 (physical activity status) x 2 (ability status) study design, 178 university students rated a child described in…

Physical Education for Students with Special Needs. Curriculum Support Series.

ERIC Educational Resources Information Center

Mahon, Michael J.

The guide is intended to assist Manitoba physical education teachers in the process of integrating students with disabilities into regular physical education classes. The manual provides an introduction to students with special needs, stresses the need to create an accepting environment, discusses various teaching tips, and highlights resources…

Factors Affecting the Social Experiences of Students in Elementary Physical Education Classes.

ERIC Educational Resources Information Center

Suomi, Joanne; Collier, Douglas; Brown, Lou

2003-01-01

Examined factors that had a positive and negative effect on the social experiences of elementary students with and without disabilities in inclusive physical education classrooms. Data from observations and interviews indicated that the physical education teacher had a positive influence on students' social experiences, while cultures, student…

CNC Technology Brings out Hidden Talents in Disabled Children

ERIC Educational Resources Information Center

Lintz, Jeff

2004-01-01

In this article, the author shares his experience teaching production technology to special education students at Hialeah Middle School in Miami-Dade County, Florida. He has had many students who clearly had talent in graphics and design that went unrealized because of their physical disabilities. He has seen students with an enormous amount of…

Student Engagement for College Students with the Hidden Disability of Orthostatic Intolerance

ERIC Educational Resources Information Center

Karabin, Beverly Lynn

2010-01-01

This study described the factors that contribute to engagement patterns of college students with the hidden health-related disability of orthostatic intolerance. Specifically, it used a qualitative methodology and collective-case study design to explore the categories of campus physical, institutional, academic and social engagement from a student…

Front and Center: Contradicting Isolation by Supporting Leadership and Service by Students with Disabilities

ERIC Educational Resources Information Center

Smith, Robin M.

2009-01-01

When students with disabilities are isolated socially and physically, their self-confidence and engagement may be low. Encouraging leadership and service in students who are often overlooked for these roles enhances peer relations, engagement, and self-confidence. Principles and strategies for fostering leadership and service are described.…

Perceptions of Health-Related Quality of Life, Teasing, and School Connectedness in Students with Disabilities

ERIC Educational Resources Information Center

Talbot, Suzette Z.

2010-01-01

With the enactment of recent legislation, school districts are mandated to provide education for students with disabilities in the least restrictive environment with their nondisabled peers to improve academic achievement. Students who require specialized physical health care services in the regular school setting may perceive their educational…

Federal Funding for Students with Disabilities: The Evolution of Federal Special Education Finance in the United States. New America Education Policy Brief

ERIC Educational Resources Information Center

McCann, Clare

2014-01-01

Nearly 6.5 million students in the United States ages 3 through 21 are currently classified as requiring special education. Those students have physical, developmental, and emotional disabilities that make educational endeavors more challenging for teachers, administrators, and the students themselves. Yet historically, the needs of special…

Stories of Success: Using Networking and Mentoring Relationships in Career Planning for Students with Disabilities and Their Families. ICI Tools for Inclusion Family and Consumer Series, Volume 9, Number 2.

ERIC Educational Resources Information Center

Timmons, Jaimie Ciulla; Schuster, Jennifer; Moloney, Mairead

This brief shares stories about how three students with disabilities used networking and mentoring to become interested in or learn more about a line of work, or even to find jobs. The students represented different high school grade levels and had a wide range of disabilities including learning, cognitive, physical or health-related, sensory,…

Increasing Effective Self-Advocacy Skills in Elementary Age Children with Physical Disabilities

ERIC Educational Resources Information Center

Avant, Mary Jane Thompson

2013-01-01

For students with physical and health disabilities, the development of self-advocacy skills is critical to their future success. Characteristics that may inhibit the development of self-advocacy skills in this population include reliance on others for assistance across multiple areas requiring physical abilities, deficits in communication skills,…

Health-Related Quality of Life in University Dance Students.

PubMed

White, Hayley M; Hoch, Johanna M; Hoch, Matthew C

2018-03-01

Injuries are common among dancers and may negatively affect health-related quality of life (HRQL). The modified Disablement in the Physically Active Scale (mDPA) is a generic patient-reported outcome instrument that could be used when providing care to patients participating in performing arts. The objective of this pilot study was to examine the internal consistency of the mDPA and assess overall HRQL using the mDPA in university dance students. Thirty-one female university dance students completed the mDPA during one data collection session. Higher scores on the Physical Summary Component (mDPA-PSC), the Mental Summary Component (mDPAMSC), and mDPA-Total indicated increased disablement. The internal consistency was determined using Cronbachs alpha. The mDPA-Total, mDPA-PSC, and mDPAMSC scores were examined descriptively using mean and standard deviations. Individual item responses were also examined. The proportion of university dance students with clinically relevant levels of disablement on the mDPA-Total was examined using a previously established minimally clinically important difference value. The internal consistency for the mDPA-MSC (a=0.91) and mDPATotal (a=0.90) was excellent and good for the mDPA-PSC (a=0.88). A large proportion (71%) of university dance students demonstrated clinically relevant levels of disablement despite fully participating in dance-related activities. Pain, impaired motion, and stress were the greatest contributors to increased disablement in these individuals. The mDPA scores observed in this pilot study indicate that many dance students experience levels of disablement and decreased HRQL which may warrant physical and mental intervention. Clinicians providing healthcare services to performing artists should consider using the mDPA to provide patient-centered care.

Knowledge and Attitudes towards Children with Special Needs by Physical Education Students

ERIC Educational Resources Information Center

Mousouli, Maria; Kokaridas, Dimitrios; Angelopoulou-Sakadami, Nicoletta; Aristotelous, Maria

2009-01-01

The purpose of this study was to examine the knowledge and attitudes of physical education undergraduate students towards children with special needs. A questionnaire of seven questions was submitted to 140 physical education students. Questions concerned the knowledge about the different kinds of disability, the acceptance of children with…

The Physically Handicapped Student in Medical School: A Preliminary Study.

ERIC Educational Resources Information Center

Moore-West, Maggi; Heath, Debbie

1982-01-01

A survey of all U.S. medical schools, with just over half responding, reveals that there were very few problems in either disabled students' academic performance or the institution's adaptation, and that when one disabled student is accepted, a school tends to accept more. Some schools recommended more academic and emotional support services. (MSE)

Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization among Middle School Students with Disabilities

ERIC Educational Resources Information Center

Espelage, Dorothy L.; Rose, Chad A.; Polanin, Joshua R.

2015-01-01

Results of a 3-year randomized clinical trial of Second Step: Student Success Through Prevention (SS-SSTP) Middle School Program on reducing bullying, physical aggression, and peer victimization among students with disabilities are presented. Teachers implemented 41 lessons of a sixth- to eighth-grade curriculum that focused on social-emotional…

The Physics Learning Program at UW-Madison: Strategies for Creating an Inclusive Learning Environment

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L. E.; Jacob, A. T.; Reading, J. A.

2005-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides a supportive learning environment for introductory physics students potentially at-risk for having academic trouble or for feeling isolated at the University. Physics is a gateway course for many undergraduate science majors such as biology, physics, geophysics, atmospheric science, and astronomy, and for pre-health professions. Many students struggle with their physics courses due to factors including large class sizes, isolation and lack of study partners, and/or lack of confidence in mathematical problem solving skills. Our students include those with learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students who may be feeling isolated, such as students from historically underrepresented racial and ethnic groups, first generation college students, returning adults, international students, and students from small rural schools. Many of our students are also part of retention programs such as the TRIO program, the Academic Advancement Program, the McNair Scholars Program, and the McBurney Disability Resource Center. The Physics Learning Program's Peer Mentor Tutor program is run in conjunction with similar programs for chemistry and biochemistry at the University of Wisconsin. We will discuss strategies we use for creating an inclusive learning environment that engages students in their learning. Such strategies include small group instruction, ongoing training of the tutors, teaching problem solving skills, and creating a welcoming atmosphere.

32 CFR Appendix B to Part 80 - Procedures for Special Educational Programs (Including Related Services) for Preschool Children...

Code of Federal Regulations, 2010 CFR

2010-07-01

... the regular physical education program available to students without disabilities unless: a. The... child or child with a disability needs specially designed physical education, as prescribed in his or her IEP. 4. If specially designed physical education services are prescribed in the IEP of a preschool...

Relationship between Physical Disabilities or Long-Term Health Problems and Health Risk Behaviors or Conditions among US High School Students

ERIC Educational Resources Information Center

Jones, Sherry Everett; Lollar, Donald J.

2008-01-01

Background: This study explores the relationship between self-reported physical disabilities or long-term health problems and health risk behaviors or adverse health conditions (self-reported engagement in violent behaviors, attempted suicide, cigarette smoking, alcohol and other drug use, sexual activity, physical activity, dietary behaviors,…

The Benefits of Implementing Disability Sports in Physical Education: A Model for Success

ERIC Educational Resources Information Center

Grenier, Michelle; Kearns, Catherine

2012-01-01

The growing appeal and acceptance of disability sports within the general population makes them an attractive addition for any physical education program. When included in a general physical education program, these sports provide complementary skills to students while delivering a powerful message about what it means to be an athlete with a…

Assistive Technology: What Physical Educators Need to Know

ERIC Educational Resources Information Center

Laughlin, Michael K.; Murata, Nathan M.; Gonnelli, Michele; Larranaga, John

2018-01-01

Assistive technology supplements and supports the learning of students with disabilities in school and at home. Thanks to federal mandates, students with disabilities receive consideration for assistive technology devices and services--the tools and supports needed to achieve determined learning outcomes. Assistive technology devices and services…

Dealing with Emotional, Behavioral and Physical Disabilities

ERIC Educational Resources Information Center

Anjeh, Divine

2007-01-01

This paper addresses the differences between emotional and behavioral disorders, physical and health impairments and Traumatic brain Injury at the level of definitions, causes, and characteristics. It also describes specific and the most effective instructional strategies for students with these disabilities. It further suggests ways and means by…

Development of Training/Self-Recognizing Tools for Disability Students Using a Face Expression Recognition Sensor and a Smart-Watch

ERIC Educational Resources Information Center

Kawada, Taku; Ando, Akinobu; Saito, Hirotaka; Uekida, Jun; Nagai, Nobuyuki; Takeshima, Hisashi; Davis, Darold

2016-01-01

In this paper, we developed two kinds of application software run on a mobile/wearable device for autistic spectrum disorder students, intellectual disability students, or physically challenged. One of the applications is expression detector/evaluator using a smartphone and a small expression sensor for social skill training. This sensor can…

An Automatic Choice

ERIC Educational Resources Information Center

Johnson, Christopher

2007-01-01

When students think about the obstacles they must overcome to get into a school, most probably are thinking in terms of SATs, ACTs or other entrance exams. However, for students with disabilities, the obstacles they face often are literal ones: manual doors. Accommodating those with disabilities or physical limitations is one reason for schools to…

Athletics and Students with Disabilities: What Principals Should Know

ERIC Educational Resources Information Center

Losinski, Mickey; Katsiyannis, Antonis; Yell, Mitchell L.

2014-01-01

Public concern over the general health of children in the United States has risen during recent years due to dramatic decreases in physical activity levels and increases in obesity and other health-related issues. This article examines the participation of students with disabilities in extracurricular activities, particularly athletic activities,…

Students with Disabilities Participating in Mainstream Schools: Policies that Promote and Limit Teacher and Therapist Cooperation

ERIC Educational Resources Information Center

Hemmingsson, Helena; Gustavsson, Anders; Townsend, Elizabeth

2007-01-01

This paper examines participatory arrangements for students with physical disabilities in mainstream education, cooperation between teachers and therapists to ensure that these arrangements are efficient and the organizational prerequisites for such cooperation. The study comprises data obtained from 14 "groups", with each group…

Nurses with disabilities: can changing our educational system keep them in nursing?

PubMed

Neal-Boylan, Leslie J; Guillett, Sharron E

2008-01-01

A recent qualitative study revealed that registered nurses with physical disabilities experience discrimination in the workplace and frequently leave their jobs and the profession. In light of these findings, it is vital that nursing faculty begin to inculcate students with an appreciation for collegial support before they enter the workplace as registered nurses. The familiar refrain "nurses eat their young" is apparently also true of nurses who have physical limitations. This article will discuss the findings from a qualitative study and offer recommendations for how nurse educators can educate students to help prevent the loss of nurses with disabilities from the profession.

Collaboration between Special and Physical Education: The Benefits of a Healthy Lifestyle for All Students

ERIC Educational Resources Information Center

Klein, Emily; Hollingshead, Aleksandra

2015-01-01

Physical education (PE) has holistic benefits for all students, including those with disabilities, as it supports the development of three critical learning areas: cognitive, psychomotor, and affective ("Adapted Physical Education," 2012; Bailey, 2006; Burgeson, 2004). PE is potentially the main source of physical activity and the…

Model of Providing Assistive Technologies in Special Education Schools.

PubMed

Lersilp, Suchitporn; Putthinoi, Supawadee; Chakpitak, Nopasit

2015-05-14

Most students diagnosed with disabilities in Thai special education schools received assistive technologies, but this did not guarantee the greatest benefits. The purpose of this study was to survey the provision, use and needs of assistive technologies, as well as the perspectives of key informants regarding a model of providing them in special education schools. The participants were selected by the purposive sampling method, and they comprised 120 students with visual, physical, hearing or intellectual disabilities from four special education schools in Chiang Mai, Thailand; and 24 key informants such as parents or caregivers, teachers, school principals and school therapists. The instruments consisted of an assistive technology checklist and a semi-structured interview. Results showed that a category of assistive technologies was provided for students with disabilities, with the highest being "services", followed by "media" and then "facilities". Furthermore, mostly students with physical disabilities were provided with assistive technologies, but those with visual disabilities needed it more. Finally, the model of providing assistive technologies was composed of 5 components: Collaboration; Holistic perspective; Independent management of schools; Learning systems and a production manual for users; and Development of an assistive technology center, driven by 3 major sources such as Government and Private organizations, and Schools.

Career Education for Physically Disabled Students: A Bibliography.

ERIC Educational Resources Information Center

Stieglitz, Maria N.; Cohen, James S.

The bibliography contains over 3,000 citations on all aspects of career education and provides a frame of reference to adapt programs for the physically disabled. Sources were derived from the Educational Resources Information Center (ERIC) system, Dissertation Abstracts International (1972-1977), Education Index (1971-1977), and various public…

Experiential Learning through a Physical Activity Program for Children with Disabilities

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Eberline, Andrew D.; Padaruth, Sookhenlall; Templin, Thomas J.

2015-01-01

Service-learning has become a popular pedagogical tool to promote academic and civic learning. One form of service-learning provides physical activity for underrepresented community groups, including children with disabilities. Using experiential learning theory, the purpose of this descriptive case study was to evaluate college students'…

Bio-Engineering Services to the Developmentally Disabled Adolescent. Final Report.

ERIC Educational Resources Information Center

Mallik, Kalisankar; Yuspeh, Sheldon

A 1-year demonstration project involving 24 developmentally disabled students (9- to 20-years-old) with severe physical limitations was conducted to increase their educational and vocational possibilities by using cost-effective bio-engineering techniques to modify their physical environment and develop improved adaptive devices. Phase I of the…

Addressing Inclusion in Higher Education Physical Activity Programs

ERIC Educational Resources Information Center

Allar, Ishonté; Baek, Jun-Hyung; Taliaferro, Andrea

2014-01-01

The number of students with disabilities pursuing higher education has increased in the past decade. However, there is little information as to whether or not college basic instruction programs (CBIPs) are providing appropriate physical activity courses for individuals with disabilities. Those who teach CBIPs may have limited background or…

Modification of Educational Equipment and Curriculum for Maximum Utilization by Physically Disabled Persons. The Transportation of Physically Disabled Students.

ERIC Educational Resources Information Center

Yuker, Harold E.; And Others

Guidelines for the transporting of physically handicapped children to school are given along with the types of vehicles, selection and training of drivers, problems of traveling time, and administration and financing of a transportation service. Vehicles described and compared include standard school buses, adapted buses, vans and compact buses,…

Determining Need for School-Based Physical Therapy Under IDEA: Commonalities Across Practice Guidelines.

PubMed

Vialu, Carlo; Doyle, Maura

2017-10-01

The Individuals with Disabilities Education Act (IDEA) includes physical therapy (PT) as a related service that may be provided to help students with disabilities benefit from their education. However, the IDEA does not provide specific guidance for the provision of school-based PT, resulting in variations in practice across the United States. The authors examined 22 state and local education agency guidelines available online to find commonalities related to the determination of a student's need for PT. Seven commonalities found: educational benefit, team decision, need for PT expertise, establishment of Individualized Education Program (IEP) goal before determining need for PT, distinction between medical and educational PT, the student's disability adversely affects education, and the student's potential for improvement. These commonalities are discussed in relation to current PT and special education literature. This article suggests applying these commonalities as procedural requirements and questions for discussion during an IEP team meeting.

Using Narrated Literacy-Based Behavioural Interventions to Decrease Episodes of Physical Aggression in Elementary Students with Disabilities

ERIC Educational Resources Information Center

Anderson, Shelley; Bucholz, Jessica L.; Hazelkorn, Michael; Cooper, Margaret A.

2016-01-01

This study was designed to examine the effects of literacy-based behavioural interventions (Bucholz et al., 2008) to decrease acts of physical aggression with kindergarten and first grade students. The study used a multiple baseline design across three participants. The results showed a decrease in acts of physical aggression by students with…

Transportation challenges for urban students with disabilities: parent perspectives.

PubMed

Graham, Benjamin C; Keys, Christopher B; McMahon, Susan D; Brubacher, Michael R

2014-01-01

This qualitative study explored parent perspectives of the transportation difficulties students with disabilities experienced getting to and around school. Participants were parents of predominantly African American and Latino/a high school youth with disabilities from low income neighborhoods. Content analysis of 14 meetings with 5 to 12 parents sponsored by the school district revealed five primary themes concerning transportation: the role of aides, exclusion from school programming, scheduling problems, equipment problems, and physical safety issues. Findings are discussed in regard to students' social and emotional experiences at school. Implications for school policy include improving the integration of transportation within inclusion best practice models. Incorporating parent perspectives can help school administrators and staff enrich the quality of inclusive, socially just education for students with disabilities.

Using Start-to-Finish Books for Students with Physical Impairments

ERIC Educational Resources Information Center

Duris, Adrienne L.

2005-01-01

Students with physical impairments often have difficulties with reading and writing skills. As a result, they are behind when compared to their non-disabled peers. This requires teachers of students with orthopedic impairments to know the obstacles that effect reading and writing instruction for their students. They also need to be able to use…

Utilizing Alternative Assessment Techniques with Physically Impaired Students To Increase Work Completion and Improve Work Quality.

ERIC Educational Resources Information Center

Thomas, Traci L.

This paper describes a practicum project that involved teaching 14 students (ages 8 through 13) with physical disabilities (cerebral palsy, spina bifida, and muscular dystrophy) to plan, organize, and complete projects and assignments independently. The paper explains the low expectations for the students and the students' lack of experience in…

Practical Strategies for Teaching Students with Attention-Deficit Hyperactivity Disorder in General Physical Education Classrooms

ERIC Educational Resources Information Center

Mulrine, Christopher F.; Flores-Marti, Ismael

2014-01-01

Due to federal mandates, physical educators are now expected to teach a wide range of students, spanning the entirety of the learning continuum, in their classes. These mandates support and encourage students with disabilities to learn and grow in inclusive settings alongside their general education peers. Students diagnosed with Attention-Deficit…

A Resource Guide for Signs of Sexual Assault. A Supplement to: Preventing Sexual Abuse of Persons with Disabilities: A Curriculum for Hearing Impaired, Physically Disabled, Blind and Mentally Retarded Students.

ERIC Educational Resources Information Center

O'Day, Bonnie

Part of a curriculum unit on preventing sexual abuse of persons with disabilities, the manual is intended to help instructors present the material to hearing impaired students. Illustrations of sign language are presented for such terms as sexual contact, sexual assault, incest, same sex assault (man/woman), rape (acquaintance/marital), exposer,…

Adaptive Physical Education and Aquatics for Students with Disabilities: A Teacher's Unique Experience

ERIC Educational Resources Information Center

Blassingame, Jennifer Cheryl

2011-01-01

Students with the most severe disabilities have special needs that cannot be addressed with general education curriculum modifications in a traditional prekindergarten-12th grade environment (Heward, 2006). It is essential that expert teachers with specialized educational background and training are prepared to adapt daily lessons to accommodate…

Project UNIFY: Promoting Social Inclusion through Sports, Interaction and Education

ERIC Educational Resources Information Center

Parker, Robin C.; Corona, Laura; Cahn, Andrea

2013-01-01

Today's youth face many challenges, from achieving personal and academic success to feeling emotionally and physically healthy and safe. These challenges are even greater for some students due to the presence of a disability, and especially students with intellectual disabilities (ID). Increasingly, children with ID, who once were on the margins…

Clean Intermittent Catheterization in the School Setting

ERIC Educational Resources Information Center

Katrancha, Elizabeth D.

2008-01-01

Spina bifida (SB) is a neural tube defect that causes many physical and mental disabilities. Bowel and bladder incontinence is the disability seen most often in these students that requires the school nurse's attention. Clean intermittent catheterization (CIC) provides the student with SB a vehicle to reach a satisfactory level of continence,…

Emotional Support Animals, Service Animals, and Pets on Campus

ERIC Educational Resources Information Center

Von Bergen, C. W.

2015-01-01

For decades, universities have been accommodating physically disabled students who require guide dogs and other types of service animals. Within the past several years, however, mentally disabled students have increasingly petitioned colleges with no-pet policies to permit them to bring their animals on campus because they need a companion or…

Library Media Center Design Considerations for Physically Disabled Students.

ERIC Educational Resources Information Center

Moy, Patricia J.

Federal legislation ensures that children with physical disabilities should not be denied access to the school library. These children have the same information needs as their peers, and they want equal access to information in the school library media center. To create an accessible and functional school library, many requirements and…

A Survey Instrument: General Educators and Students with Physical Disabilities.

ERIC Educational Resources Information Center

Singh, Delar K.

A survey instrument is presented that is designed to explore the in-service training needs of general elementary and secondary teachers as they relate to learners with physical disabilities. It contains 75 items and takes 20-25 minutes to complete. The survey includes questions about the educator's teaching experience, teacher training in special…

Visual Disability and Horse Riding

ERIC Educational Resources Information Center

Brickell, Diana

2005-01-01

It is now commonplace for horse riding to be included in the extra-curricular activities of students with physical disabilities. In this article an account is given of how visually impaired people can derive physical, mental, and emotional benefits from this supervised activity. It is argued that the rider, in learning to exercise self-control and…

Transition in Physical Recreation and Students with Cognitive Disabilities: Graduate and Parent Perspectives

ERIC Educational Resources Information Center

Roth, Kristi; Pyfer, Jean; Huettig, Carol

2007-01-01

The purpose of this study was to investigate the perceived impact of physical recreation transition programming on individuals with cognitive disabilities and generate strategies for improved transition. Interviews were completed with 17 young adults who were one to three years post graduation. Interviews determined graduate's perception of their…

Physical Activity Programs in Higher Education: Modifying Net/Wall Games to Include Individuals with Disabilities

ERIC Educational Resources Information Center

Braga, Luciana; Tracy, Julia F.; Taliaferro, Andrea R.

2015-01-01

The growing number of students with disabilities in higher education settings has presented challenges for instructors with regards to appropriate inclusion. Concerning physical activity courses in higher education, instructors may not have the knowledge or resources to make modifications and accommodations that will ultimately result in…

Including Students with Severe, Multiple Disabilities in General Physical Education

ERIC Educational Resources Information Center

Block, Martin E.; Klavina, Aija; Flint, Wayne

2007-01-01

Many children with severe disabilities never have the opportunity to try general physical education (GPE) because their Individualized Education Program (IEP) team feels that they will not be successful, will not benefit, or will not be safe. However, there are ways to safely, successfully, and meaningfully include children with severe…

Are General Educators Prepared To Teach Students with Physical Disabilities?

ERIC Educational Resources Information Center

Singh, Delar K.

This paper discusses the outcomes of a study that investigated the knowledge base and professional readiness of 50 regular education teachers for the inclusion of learners who have physical disabilities. Members of the sample were regular elementary and secondary teachers who were enrolled in a graduate teacher education program at a private…

Implementing the adapted physical education E-learning program into physical education teacher education program.

PubMed

Kwon, Eun Hye; Block, Martin E

2017-10-01

According to the Ministry of Education Korea (2014), the approximately 70.4% of all students with disabilities are included in general schools in Korea. However, studies show that Korean GPE teachers do not feel comforatble or prepared to include students with disabilities (Oh & Lee, 1999; Roh, 2002; Roh & Oh, 2005). The purpose of this study was to explore whether an APE e-learning supplement would have an impact on the level of self-efficacy and content knowledge of pre-service teachers related to including students with intellectual disabilities. An APE supplement was developed based on the Instructional Design Model (Dick, Carey, & Carey, 2005) to provide three sources of self-efficacy, mastery experience, vicarious experience, and social persuasions. Three groups of pre-service teachers (N=75) took the same content supplement with different delivery system, E-learning group (n=25) with online, traditional group (n=25) with printed handout, and control group (n=25) without supplement. Two instruments, the Physical Educators' Situation-Specific Self-efficacy and Inclusion Student with Disabilities in Physical Education (SE-PETE-D) and the content knowledge test, were given to all participants twice (i.e., pretest and posttest). A 3×2 mixed effect ANOVA revealed that pre-service teachers' perceived self-efficacy (p=0.023) improved after taking the e-learning supplement. However, there was no significant difference in the level of content knowledge (p=0.248) between the learning group and tranditional group. Copyright © 2017 Elsevier Ltd. All rights reserved.

Improving computer usage for students with physical disabilities through a collaborative approach: a pilot study.

PubMed

Borgestig, Maria; Falkmer, Torbjörn; Hemmingsson, Helena

2013-11-01

The aim of this study was to evaluate the effect of an assistive technology (AT) intervention to improve the use of available computers as assistive technology in educational tasks for students with physical disabilities during an ongoing school year. Fifteen students (aged 12-18) with physical disabilities, included in mainstream classrooms in Sweden, and their teachers took part in the intervention. Pre-, post-, and follow-up data were collected with Goal Attainment Scaling (GAS), a computer usage diary, and with the Psychosocial Impact of Assistive Devices Scale (PIADS). Teachers' opinions of goal setting were collected at follow-up. The intervention improved the goal-related computer usage in educational tasks and teachers reported they would use goal setting again when appropriate. At baseline, students reported a positive impact from computer usage with no differences over time regarding the PIADS subscales independence, adaptability, or self-esteem. The AT intervention showed a positive effect on computer usage as AT in mainstream schools. Some additional support to teachers is recommended as not all students improved in all goal-related computer usage. A clinical implication is that students' computer usage can be improved and collaboratively established computer-based strategies can be carried out by teachers in mainstream schools.

Impact of disability and other physical health issues on academic outcomes among American Indian and Alaskan Native college students: an exploratory analysis.

PubMed

Patterson Silver Wolf Adelv Unegv Waya, David A; Vanzile-Tamsen, Carol; Black, Jessica; Billiot, Shanondora M; Tovar, Molly

2015-01-01

This study investigated whether self-identified disabilities among American Indian and Alaskan Native college students impact academic performance and persistence to graduation and explored the differences in health and academic grades between American Indian and Alaskan Native students and students of other racial and ethnic identities using the National College Health Assessment. Findings indicate that American Indian or Alaskan Native students have significantly lower grades than White and Asian students, and American Indian and Alaskan Native women report the highest incidence of health problems of any demographic group. Exploratory results point to future research to determine the full impact of disabilities and poor health on academic success.

Non-Disabled Secondary School Children's Lived Experiences of a Wheelchair Basketball Programme Delivered in the East of England

ERIC Educational Resources Information Center

Evans, A. B.; Bright, J. L.; Brown, L. J.

2015-01-01

Frequently an unquestioned belief is held in British schools in the value of "normalized" ability in physical education (PE). Consequently inclusion of disabled students can be problematic. Negative perceptions of disability are rarely challenged. This study investigated the embodied experiences of 49 non-disabled secondary school pupils…

Gender and Attitudes toward People Using Wheelchairs: A Multidimensional Perspective

ERIC Educational Resources Information Center

Vilchinsky, Noa; Werner, Shirli; Findler, Liora

2010-01-01

This study aims to investigate the effect of observer's gender and target's gender on attitudes toward people who use wheelchairs due to a physical disability. Four hundred four Jewish Israeli students without disabilities completed the "Multidimensional Attitudes Scale Toward Persons With Disabilities" (MAS). Initially, confirmatory…

Exploring the meaning of parental involvement in physical education for students with developmental disabilities.

PubMed

An, Jihoun; Hodge, Samuel R

2013-04-01

The purpose of this phenomenological inquiry was to explore the experiences and meaning of parental involvement in physical education from the perspectives of the parents of students with developmental disabilities. The stories of four mothers of elementary aged children (3 boys, 1 girl), two mothers and one couple (mother and father) of secondary-aged youth (1 girl, 2 boys) with developmental disabilities, were gathered by using interviews, photographs, school documents, and the researcher's journal. Bronfenbrenner's (2005) ecological system theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from thematic analysis: being an advocate for my child, understanding the big picture, and collaborative partnerships undeveloped in GPE. The findings lend additional support to the need for establishing collaborative partnerships in physical education between home and school environments (An & Goodwin, 2007; Tekin, 2011).

Lived experiences of student nurses caring for intellectually disabled people in a public psychiatric institution.

PubMed

Temane, Annie; Simelane, Lizzie; Poggenpoel, Marie; Myburgh, C P H

2016-06-30

Caring for intellectually disabled people can be demanding for student nurses who are novices in the nursing profession. To ensure that quality nursing care is provided, student nurses should have an understanding of and a positive attitude towards intellectually disabled people. Nursing intellectually disabled people can be a challenge for the student nurses. Therefore, student nurses need to be able to deal with challenges of caring for intellectually disabled people. This article aims to explore and describe experiences of student nurses caring for intellectually disabled people in a public psychiatric institution. A qualitative, exploratory, descriptive and contextual research design was used. Data were collected through individual in-depth phenomenological interviews, naïve sketches and field notes. Thematic analysis was utilised to analyse the collected data. Results were contextualised within the literature and measures to ensure trustworthiness were adhered to. Ethical principals were also applied throughout the research process. Five themes emerged from the data. Student nurses experienced a profoundly unsettling impact on their whole being when caring for intellectually disabled people; they developed a sense of compassion and a new way of looking at life, and experienced a need for certain physical, mental and spiritual needs to be met. From the results, it is evident that student nurses were challenged in caring for intellectually disabled people. However, they developed a sense of awareness that intellectually disabled people have a need to be cared for like any other person.

Attitudes towards motherhood of women with physical versus psychiatric disabilities.

PubMed

Hasson-Ohayon, Ilanit; Hason-Shaked, Meiran; Silberg, Tamar; Shpigelman, Carmit-Noa; Roe, David

2018-05-16

Women with disabilities may face social negative attitudes with regard to their being mothers. In addition, attitudes toward different disabilities form a hierarchy, with more positive attitudes being displayed toward persons with physical disabilities than toward persons with psychiatric disabilities. Current observational study examined whether the relationship between a woman's type of disability (psychiatric vs. physical) and the social attitude towards her would be moderated by her being presented as a mother. University students (N = 100) filled out the Multidimensional Attitudes Scale Toward Persons With Disabilities and the Social Distance Scale, after reading one of six randomly assigned fictitious vignettes. The vignettes consisted of a woman with a physical disability/a woman with a psychiatric disability/a woman without a disability, who either was or was not a mother. Type of disability was found to have a main effect in some attitude domains, suggesting that attitudes toward women with physical disabilities were better than attitudes towards women with psychiatric disabilities. An interaction between type of disability and motherhood was found for the interpersonal distress subscale of the attitudes scale. It was found that when women had physical disabilities, there was no change in attitude towards them regardless of whether they were presented as mothers or not; However, when the target woman had a psychiatric disability, and she was presented as a mother, negative attitudes were generated towards her. The study demonstrates the existence of a hierarchy of stigmatization and the effect of being a mother on stigmatization. Copyright © 2018 Elsevier Inc. All rights reserved.

A National Perspective of Competencies for Teachers of Individuals with Physical and Health Disabilities.

ERIC Educational Resources Information Center

Heller, Kathryn Wolff; Fredrick, Laura D.; Dykes, Mary Kay; Best, Sherwood; Cohen, Elisabeth Tucker

1999-01-01

A national study involving 59 teachers instructing students with physical and health disabilities, 26 universities, 36 local school system directors, and 29 state departments of education, found over 40% of the teachers did not feel well trained in half of the competencies. Concerns regarding the effects of generic teacher certification are…

The Effect of the Child's Disability on United Arab Emirates In-Service Teachers' Educational Decisions regarding Gifted and Talented Children

ERIC Educational Resources Information Center

Elhoweris, Hala

2008-01-01

This study investigated the effect of the disability labels: learning disabilities (LD), physical disabilities (PHD) and emotional and behavioural disorder (EBD), on United Arab Emirates public school general education and special education teachers' willingness to refer and place students in gifted and talented programmes. A total of 269…

A Practical Plan for Managing the Behavior of Students with Disabilities in General Physical Education

ERIC Educational Resources Information Center

Lavay, Barry; French, Ron; Henderson, Hester

2007-01-01

With the inclusion of students identified as at-risk or with serious behavior problems in general physical education, behavior management has become ever more challenging. A positive behavior-management plan that fosters behavior changes through support and intervention, rather than punishment used to control students, can prove effective.…

The Biggest Mover: Empowering Students with Intellectual and Developmental Delays and Physical Challenges

ERIC Educational Resources Information Center

Brown, Michelle J.

2018-01-01

The Biggest Mover Program, an educational program to improve daily exercise and healthy eating was developed to address the learning needs of students with intellectual and developmental disabilities and physical challenges. The program was part of a three-part program to improve the knowledge of students, staff, and teachers through the use of…

Correlates of Attitudes toward Academic and Physical Inclusive Practices for Students with Disabilities and Selected Leadership Behaviors among Middle School Principals in North Carolina

ERIC Educational Resources Information Center

Houser, Mary A.; Dickens, Virginia; Hicks, Terence

2011-01-01

The purpose of the study was to examine the relationship between attitudes toward academic and inclusive practices for students with disabilities and selected leadership behaviors (transformational and transactional) among principals in North Carolina. Participants for this study were randomly selected middle school principals from public schools…

Using IEP Goals and Objectives to Teach Paragraph Writing to High School Students with Physical and Cognitive Disabilities

ERIC Educational Resources Information Center

Konrad, Moira; Trela, Katherine; Test, David W.

2006-01-01

Current research and legislation show a need for special education instruction to be more closely aligned with general education curriculum and develop strategies that support the development of self determination skills in students with disabilities. The present study embeds self-determination skills of writing annual goals and objectives in the…

Inclusive Education and Training in South African Higher Education: Mapping the Experiences of a Student with Physical Disability at University

ERIC Educational Resources Information Center

Ntombela, Sithabile

2013-01-01

The South African Constitution upholds and entrenches the human right of all citizens. Similarly, the Higher Education Act of 1997 promotes equality of access for all, especially for those previously marginalised or excluded. The study reported in this article explored challenges experienced by students with disabilities at his university. Using…

A Teacher's Guide to Including Students with Disabilities in General Physical Education, Third Edition

ERIC Educational Resources Information Center

Block, Martin E.

2007-01-01

This book, provides a comprehensive guide to making phys. ed. inclusion work for students of all ages. In this new edition of the trusted bestseller, renowned expert Martin E. Block and a select group of highly respected contributors provide: (1) new information reflecting all the latest updates to IDEA, other disability-related legislation, and…

Physics, Dyslexia and Learning: A Collaboration for Disabled Students

NASA Astrophysics Data System (ADS)

Moskal, Barbara M.; Wright, Lyndsey; Taylor, P. C.

2014-03-01

Researchers have found that children with dyslexia reason differently with respect to language from those who do not have dyslexia. Dyslexic students' brains work differently than do students without dyslexia. Some researchers speculate that these differences provide dyslexic students with an advantage in science. The presentation will describe an outreach activity which developed and delivered instructional modules in physics to students in grades kindergarten through sixth. These modules were tested on thirty students who attended a summer camp designed for students who have been diagnosed with dyslexia. Eighty percent of students who have learning disabilities have dyslexia. Many of the students who attended this camp have experienced repeated failure in the traditional school system, which emphasizes literacy with little attention to science. A number of science and engineering professors collaborated with this camp to build instructional modules that were delivered one hour per day, during two weeks of this five week summer camp (ten hours of hands-on physics instruction). Both quantitative and qualitative data were collected with respect to the impact that this camp had on students' understanding and interests in science. The results of these efforts will be presented.

Potential Physical Disabilities in Computerized Journalism Education.

ERIC Educational Resources Information Center

Jackson, Nancy Beth

Computers, depending on how they are used, can be both a boon and a menace to health and performance. With the increasing presence of computers on campus, journalism educators must make sure they are not creating a new class of disabled persons among their students and disabling themselves in the process. Journalism schools across the United…

The Modified Physical Education Class: An Option for the Least Restrictive Environment

ERIC Educational Resources Information Center

Lieberman, Lauren J.; Cavanaugh, Lauren; Haegele, Justin A.; Aiello, Rocco; Wilson, Wesley J.

2017-01-01

Public Law 94-142, The Education for All Handicapped Children Act (now The Individuals with Disabilities Education Act), requires all children with disabilities to be educated in the least restrictive environment (LRE). The LRE requirement means that students with disabilities, to the maximum extent possible, should be educated in the general…

Simulated Disability Exercises and Their Impact on Attitudes toward Persons with Disabilities.

ERIC Educational Resources Information Center

Grayson, E.; Marini, I.

1996-01-01

Comparison of 2 groups of graduate rehabilitation counseling students who did (n=20) or did not (n=18) participate in a wheelchair sensitivity training exercise found significant differences in responses to questions pertaining to daily frustrations experienced by people with physical disabilities and a preoccupation with accessibility. Discussion…

Implementing Disability Sports in the General Physical Education Curriculum

ERIC Educational Resources Information Center

Davis, Ronald; Rocco-Dillon, Suzanna; Grenier, Michelle; Martinez, David; Aenchbacker, Amy

2012-01-01

The purpose of this article is to offer a theory-to-practice-based approach to promoting equal status for all students in GPE classes by implementing disability sports in the GPE curriculum. Teaching disability sports is an appropriate means of promoting inclusion and establishing a more differentiated and comprehensive GPE curriculum. This…

Teaching Disability Employment Discrimination Law: Accommodating Physical and Mental Disabilities

ERIC Educational Resources Information Center

Kulow, Marianne DelPo

2012-01-01

Disability employment discrimination is often treated summarily in legal environment courses. This is actually a topic with significant practical application in the workplace since managers are often those who are confronted with accommodation requests. It is therefore desirable to include a class with hands-on exercises for students to begin to…

Connotative Meaning of Disability Labels under Standard and Ambiguous Test Conditions.

ERIC Educational Resources Information Center

Semmel, Melvyn I.

At the George Peabody College for Teachers, Nashville, Tennessee, 50 male students responded to a questionnaire concerning their reactions to individuals having mental or physical disabilities, to persons of another race, and to gifted persons. The 20 questions (scale items) focused on association with 12 types of "disabled" persons (disability…

Guidance, Counseling, and Support Services for High School Students with Physical Disabilities: Visual, Hearing, Orthopedic, Neuromuscular, Epilepsy, Chronic Health Conditions. Includes State Resource Directory.

ERIC Educational Resources Information Center

Foster, June C.; And Others

Intended for use by high school guidance personnel, the two volumes provide general information and a resource guide on physical disabilities including visual impairment, hearing impairment, orthopedic handicap, neuromuscular handicap, epilepsy, diabetes, and other chronic health conditions. The first section provides an overview of each of the…

Wheelchair users, access and exclusion in South African higher education.

PubMed

Chiwandire, Desire; Vincent, Louise

2017-01-01

South Africa's Constitution guarantees everyone, including persons with disabilities, the right to education. A variety of laws are in place obliging higher education institutions to provide appropriate physical access to education sites for all. In practice, however, many buildings remain inaccessible to people with physical disabilities. To describe what measures South African universities are taking to make their built environments more accessible to students with diverse types of disabilities, and to assess the adequacy of such measures. We conducted semi-structured in-depth face-to-face interviews with disability unit staff members (DUSMs) based at 10 different public universities in South Africa. Challenges with promoting higher education accessibility for wheelchair users include the preservation and heritage justification for failing to modify older buildings, ad hoc approaches to creating accessible environments and failure to address access to toilets, libraries and transport facilities for wheelchair users. South African universities are still not places where all students are equally able to integrate socially. DUSMs know what ought to be done to make campuses more accessible and welcoming to students with disabilities and should be empowered to play a leading role in sensitising non-disabled members of universities, to create greater awareness of, and appreciation for, the multiple ways in which wheelchair user students continue to be excluded from full participation in university life. South African universities need to adopt a systemic approach to inclusion, which fosters an understanding of inclusion as a fundamental right rather than as a luxury.

Psychometric Properties of the Physical Educators' Self-Efficacy Toward Including Students With Disabilities-Autism Among Chinese Preservice Physical Education Teachers.

PubMed

Li, Chunxiao; Wang, Lijuan; Block, Martin E; Sum, Raymond K W; Wu, Yandan

2018-04-01

Teachers' self-efficacy is a critical predictor for successful inclusive physical education. However, little is known about preservice physical educators' self-efficacy toward teaching students with autism spectrum disorders in China. A sound instrument is necessary to measure their self-efficacy level. This validation study examined the psychometric properties of the Chinese version of the Physical Educators' Self-Efficacy Toward Including Students with Disabilities-Autism. A multisection survey form was administered to preservice physical educators in Mainland China (n = 205) and Hong Kong (n = 227). The results of confirmatory factor analysis confirmed the one-factor model of the scale in the total sample and each of the two samples. Invariance tests across the two samples supported configural and metric invariance but not scalar invariance. The scale scores showed good internal reliability and were correlated with theoretically relevant constructs (i.e., burnout and life satisfaction) in the total sample and subsamples. These findings generally support the utility of the scale for use among Chinese preservice physical educators.

Helping Students THRIVE--A Two-Way Street

ERIC Educational Resources Information Center

Bias, Ken; Docheff, Dennis

2017-01-01

At the University of Central Missouri (UCM), the THRIVE program is made up of young adults, ages 18 to 25, who have developmental or intellectual disabilities. A merger occurred between the THRIVE program and the adapted physical education course required for physical education teacher education (PETE) students to provide practical experiences for…

Consumer Education. Information Supplements for Physically Disabled Students. Teacher's Guide.

ERIC Educational Resources Information Center

Tipsord, Barbara; And Others

This manual contains supplementary information for use by instructors who teach consumer education and resources management to physically handicapped students in regular classes. It is subdivided according to typical consumer education topics and handicapping conditions. Addressed in the individual sections of the manual are the folowing topics:…

Power Soccer: Experiences of Students Using Power Wheelchairs in a Collegiate Athletic Club

ERIC Educational Resources Information Center

Wessel, Roger D.; Wentz, Joel; Markle, Larry L.

2011-01-01

Intercollegiate athletics provides an opportunity for improving the societal perceptions and overall quality of life of physically disabled persons. Athletic opportunities in the collegiate atmosphere allow such students to be socially, psychologically, and physically engaged. This study focused on how involvement in a Power Soccer collegiate…

Teaching Students to Request the Continuation of Routine Activities by Using Time Delay and Decreasing Physical Assistance in the Context of Chain Interruption.

ERIC Educational Resources Information Center

Gee, Kathleen; And Others

1991-01-01

Three students (ages 5-10) with profound intellectual, sensory, and physical disabilities were taught to activate a communication device to request the continuation of activities in which they were involved. The intervention consisted of a consistent response interval and increasing time delay paired with decreasing physical assistance in…

Promoting Health-Related Fitness for Elementary Students with Intellectual Disabilities through a Specifically Designed Activity Program

ERIC Educational Resources Information Center

Davis, Kathryn; Zhang, Guili; Hodson, Patricia

2011-01-01

The Motivate, Adapt, and Play Program was specifically designed as an adapted physical activity (PA) program for students with intellectual disabilities (ID) to meet required school PA policies to combat childhood obesity. The policies commonly require a minimum of 30 min of PA per school day. A study was undertaken to test the efficacy of the…

Recipe for Success.

ERIC Educational Resources Information Center

Kimeldorf, Martin; Strawn, Laura

1983-01-01

Describes a special curriculum devised to teach cooking to a physically disabled high school student, a program which also served as physical therapy. Key ingredients included individualization, kitchen accessibility, and peer tutoring. (SK)

Early Exposure to People with Physical and Sensory Disabilities and Later Attitudes toward Social Interactions and Inclusion

ERIC Educational Resources Information Center

Lund, Emily M.; Seekins, Tom

2014-01-01

This study assessed the relationship between exposure to classmates with visible impairments in primary and secondary schools with later attitudes toward people with disabilities. Fifty college students (mean age = 20.28 years; 76% female) completed measures assessing the extent and quality of recalled exposure to classmates with disabilities in…

Evaluating the Effects of a Self-Advocacy Training Program for Undergraduates with Disabilities

ERIC Educational Resources Information Center

White, Glen W.; Summers, Jean Ann; Zhang, E; Renault, Val

2014-01-01

The purpose of this study is to explore the efficacy of a training program with a group of college students who have physical, sensory, and/or learning disabilities regarding their acquisition of knowledge and skills related to their rights to reasonable accommodations under several disability-related federal laws (e.g., Section 504, Americans…

Effectiveness of the IMPACT:Ability Program to Improve Safety and Self-Advocacy Skills in High School Students with Disabilities

ERIC Educational Resources Information Center

Dryden, Eileen M.; Desmarais, Jeffery; Arsenault, Lisa

2014-01-01

Background: Individuals with disabilities experience higher rates of abuse than the nondisabled. Few evidence-based prevention interventions have been published despite a need for such work. This study evaluated IMPACT:Ability, a safety and self-advocacy training for individuals with cognitive and/or physical disabilities. Methods: A…

Negotiating accommodations so that work-based education facilitates career development for youth with disabilities.

PubMed

Hutchinson, Nancy L; Versnel, Joan; Chin, Peter; Munby, Hugh

2008-01-01

Workers with disabilities are entitled to have their individual needs accommodated in a way that allows them to perform the essential duties of their job. However, adults with disabilities are often lacking in career development and are ill-prepared to negotiate workplace accommodations. This has led educators to seek workplaces that can accommodate the needs of adolescents with disabilities, so these adolescents can learn to negotiate accommodations and enhance their career development through work-based education. This paper reports on two case studies in which employers had agreed to accommodate the needs of adolescents with disabilities participating in work-based education. Social Cognitive Career Theory (SCCT) framed the analyses of these two cases - a case of a student with physical disabilities and a case of a student with developmental disabilities. SCCT proves valuable in understanding the role of work-based education in the career development of disabled youth.

Physical Science. Teacher's Guide [and Student Guide]. Parallel Alternative Strategies for Students (PASS).

ERIC Educational Resources Information Center

Danner, Greg, Ed.; Fresen, Sue, Ed.

This teacher's guide and student guide unit contains supplemental readings, activities, and methods adapted for secondary students who have disabilities and other students with diverse learning needs. The materials are designed to help these students succeed in regular education content courses and include simplified text and smaller units of…

Peer Tutoring: Meeting the "Demands of Inclusion in Physical Education Today"

ERIC Educational Resources Information Center

Cervantes, Carlos M.; Lieberman, Lauren J.; Magnesio, Betsy; Wood, Julie

2013-01-01

This article examines the effects of peer tutoring as a strategy for teaching and including students with disabilities in general physical education (GPE). Different teaching strategies allow teachers to meet the needs of students, whether in a classroom or gym setting. Research has been conducted on various teaching strategies in physical…

34 CFR 668.142 - Special definitions.

Code of Federal Regulations, 2010 CFR

2010-07-01

..., reading comprehension, or translation from graphic to numerical representation, that may be learned in... scored by a computer. Disabled student: A student who has a physical or mental impairment that..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS Approval of Independently Administered Tests...

Friendship in inclusive physical education.

PubMed

Seymour, Helena; Reid, Greg; Bloom, Gordon A

2009-07-01

Social interaction and development of friendships between children with and without a disability are often proposed as potential outcomes of inclusive education. Physical activity specialists assert that exercise and sport environments may be conducive to social and friendship outcomes. This study investigated friendship in inclusive physical education from the perspective of students with (n = 8) and without (n = 8) physical disabilities. All participants attended a reversely integrated school and were interviewed using a semistructured, open-ended format. An adapted version of Weiss, Smith, and Theeboom's (1996) interview guide exploring perceptions of peer relationships in the sport domain was used. Four conceptual categories emerged from the analysis: development of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. The results demonstrated the key characteristics of best friends and the influential role they play.

Let's Get Fit!: Fitness Activities for Children with Severe/Profound Disabilities.

ERIC Educational Resources Information Center

Modell, Scott J.; Cox, Thomas Alan

1999-01-01

Guidelines for developing a physical activity program for students with severe/profound disabilities address medical clearance; levels of participation; staffing; equipment; and program components, including warm-up, range of motion/flexibility activities, aerobics, resistance training, and cool-down. (DB)

Wheelchair users, access and exclusion in South African higher education

PubMed Central

2017-01-01

Background South Africa’s Constitution guarantees everyone, including persons with disabilities, the right to education. A variety of laws are in place obliging higher education institutions to provide appropriate physical access to education sites for all. In practice, however, many buildings remain inaccessible to people with physical disabilities. Objectives To describe what measures South African universities are taking to make their built environments more accessible to students with diverse types of disabilities, and to assess the adequacy of such measures. Method We conducted semi-structured in-depth face-to-face interviews with disability unit staff members (DUSMs) based at 10 different public universities in South Africa. Results Challenges with promoting higher education accessibility for wheelchair users include the preservation and heritage justification for failing to modify older buildings, ad hoc approaches to creating accessible environments and failure to address access to toilets, libraries and transport facilities for wheelchair users. Conclusion South African universities are still not places where all students are equally able to integrate socially. DUSMs know what ought to be done to make campuses more accessible and welcoming to students with disabilities and should be empowered to play a leading role in sensitising non-disabled members of universities, to create greater awareness of, and appreciation for, the multiple ways in which wheelchair user students continue to be excluded from full participation in university life. South African universities need to adopt a systemic approach to inclusion, which fosters an understanding of inclusion as a fundamental right rather than as a luxury. PMID:28936420

Reflections of Educators in Pursuit of Inclusive Science Classrooms

NASA Astrophysics Data System (ADS)

Kirch, Susan A.; Bargerhuff, Mary Ellen; Cowan, Heidi; Wheatly, Michele

2007-08-01

General education science teachers are meeting increasingly diverse classrooms of students that include students with disabilities. A one-week, summer, residential workshop was offered to interested science and special educators who worked through lab experiments one-on-one with students with physical or sensory disabilities (grades 7-12). To determine how effective this professional development workshop was at raising disability awareness and providing teacher training in inclusive science teaching practices, a combination of survey and reflective journal entries was used to monitor participants’ experience. Here we discuss the findings from this benchmark study and discuss how others might adapt this professional development model for use by schools interested in moving toward inclusive practices.

Teachers' Knowledge and Support Systems Regarding Students with Terminal Illness

ERIC Educational Resources Information Center

Heller, Kathryn Wolff; Coleman, Mari Beth; Best, Sherwood J.; Emerson, Judith

2013-01-01

This study examined teachers' knowledge and support when working with students with terminal illness or having experienced a student death. One hundred and ninety teachers of students with physical or multiple disabilities responded to a 40 item questionnaire that was distributed nationally. Results indicated that teachers have greater knowledge…

TEFL/TESOL for Students with Special Needs: For EFL Student Teachers

ERIC Educational Resources Information Center

Abdallah, Mahmoud M. S.

2015-01-01

"Special education" has become a prominent field that needs some attention in pre-service teacher education programmes offered by educational and teacher training institutions (e.g. Egyptian colleges of education at university). Like normal students, students with special educational needs (e.g. physical and mental disabilities, learning…

Ramps, Balls, and Measuring Distance--For All

ERIC Educational Resources Information Center

Miller, Bridget; Satsangi, Rajiv

2018-01-01

Today's classrooms contain students with a variety of needs. Although teachers work to differentiate and meet the needs of diverse students, inclusion of students with physical disabilities can present multiple obstacles in science classrooms. However, with advanced planning and strategic accommodations, the needs of these students can often be…

Math Manipulatives for Students with Severe Intellectual Disability: A Survey of Special Education Teachers

ERIC Educational Resources Information Center

Jimenez, Bree Ann; Stanger, Carol

2017-01-01

A survey was conducted with 86 teachers across 10 states regarding their students' ease of use of physical manipulatives incorporated with implementing evidence-based early numeracy instruction. The majority of respondents indicated significant student accessibility barriers. Specifically, 75% of respondents had students with tactile defensiveness…

Usability of PDF based Digital Textbooks to the Physically Disabled University Student.

PubMed

Oku, Hidehisa; Matsubara, Kayoko; Booka, Masayuki

2015-01-01

Digital textbooks have been expected for providing multimedia information that the print textbooks could not handle. The original digital textbook can be fabricated relatively easily by using Epub or DAISY. Print textbooks are, however, employed as textbooks in the most of lectures in universities. Therefore, it is considered necessary to convert the content of the print textbook to the digital textbook simply and in a short time. In this paper, the digital textbook using PDF files of the print textbook was suggested as one of simple and practical solution to provide an alternative textbook for the physically disabled university student who has difficulty handling the print textbook. Then usability of the suggested method was evaluated experimentally from the point of workload. Result of the experiment indicates that the digital textbook fabricated as the alternative one for the print textbook by the suggested method has a potential to reduce workload for the physically disabled university students. In addition, the digital textbook with larger LCD display needs less workload than the print textbook. Then, there are not so much difference in the workload between the print book which is smaller than the print textbook and the digital book made from the print book.

Leisure Education Programs for the Severely Disabled.

ERIC Educational Resources Information Center

Schleien, Stuart J.; And Others

1985-01-01

The importance of leisure education for severely disabled students is emphasized as a means of enabling them to purposefully use leisure time and to expand social and motor skills that facilitate independent daily living. Sample activities for inclusion in physical education programs are included. (DG)

Students with Intellectual Disabilities Acting as Tutors: An Interpretative Phenomenological Analysis

ERIC Educational Resources Information Center

Borisov, Christine; Reid, Greg

2010-01-01

This study investigated the perceived benefits of five adolescents with an intellectual disability functioning as tutors or teacher assistants in physical education. Their personal experiences and interpretations were ascertained by interviews, video recording, photographs, and field observations. An interpretative phenomenological analysis…

‘It’s better if someone can see me for who I am’: Stories of (In)visibility for Students with a visual impairment within South African Universities

PubMed Central

Lourens, Heidi; Swartz, Leslie

2016-01-01

Issues of visibility, invisibility and the nondisabled gaze are very relevant to the lives of many disabled persons. With this paper we tentatively show that, despite the physical ‘over’visibility of disabled bodies, many intricate parts of their personhood remain obscured and invisible. Interviews with 23 students with a visual impairment revealed that they sometimes experienced stares and averted gazes from their sighted counterparts. In response, they often hid their entire impairment, or parts thereof, in an effort to conform and gain acceptance and to earn membership to a nondisabled peer group. Acceptance was often found in companionship with fellow disabled peers. Since these stories told of continuing exclusion for disabled students on tertiary grounds, further participatory research is recommended. PMID:27942166

Are adolescent girls with a physical disability at increased risk for sexual violence?

PubMed

Alriksson-Schmidt, Ann I; Armour, Brian S; Thibadeau, Judy K

2010-07-01

The purpose of this study was to investigate whether US female adolescents who self-reported having a physical disability or long-term health problem were more likely to report having been physically forced to have sexual intercourse than US female adolescents without a physical disability or long-term health problem. Using data from the 2005 U.S. National Youth Risk Behavior Survey (YRBS), we employed logistic regression analyses to estimate the association between physical disability (and other variables) and the risk for sexual violence among US high school girls. Female high school students who reported a physical disability or long-term health problem were more likely to report having been physically forced to have sexual intercourse than those who did not (19.6% vs 9.4%; chi(2) = 14.51, p = .003). Results from our multivariate analysis reveal that this association remained significant (adjusted odds ratio [AOR], 1.57; 95% confidence interval [CI], 1.10-2.23) after adjusting for certain demographic characteristics, physical health problems, behavioral health risks, and violent conduct. Our findings suggest that adolescent girls in the United States with a physical disability or long-term health problem may be at increased risk for sexual violence. It is important that national efforts to reduce sexual violence consider how to address the unmet needs of children and adolescents with disabilities. As most adolescent girls spend the majority of their time in a school setting, it is of particular importance that school health professionals are aware of the current findings.

Recruiting and Supporting Diverse Geoscience and Environmental Science Students

NASA Astrophysics Data System (ADS)

Doser, Diane I.; Manduca, Cathy; Rhodes, Dallas

2014-08-01

Producing a workforce that will be successful in meeting global environmental and resource challenges requires that we attract diverse students into the geosciences, support them fully in our programs, and assist them as they move into the profession. However, geoscience has the lowest ethnic and racial diversity of any of the science, technology, engineering, and mathematics (STEM) disciplines (National Science Foundation (NSF), "Women, Minorities, and Persons with Disabilities in Science and Engineering," http://www.nsf.gov/statistics/wmpd/2013/start.cfm) and is often viewed as a difficult choice for students with physical disabilities.

Adapting Physical Education: A Guide for Individualizing Physical Education Programs.

ERIC Educational Resources Information Center

Buckanavage, Robert, Ed.; And Others

Guidelines are presented for organizing programs and modifying activities in physical education programs for children with a wide range of physical and emotional disabilities. The guidelines should result in a program that allows students to work to their maximum potential within the framework of regular physical education classes. In planning the…

Creation and validation of the self-efficacy instrument for physical education teacher education majors toward inclusion.

PubMed

Block, Martin E; Hutzler, Yeshayahu; Barak, Sharon; Klavina, Aija

2013-04-01

The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confirmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach's alpha reliability was high (for ID = .86, PD = .90, and VI = .92). CFA showed that the ID scale demonstrated good goodness-of-fit, whereas in the PD and in the VI scales demonstrated moderate fit. Thus, the content and construct validity of the instrument was supported.

Engendering a conducive environment for university students with physical disabilities: assessing availability of assistive facilities in Nigeria.

PubMed

Ijadunola, Macellina Y; Ojo, Temitope O; Akintan, Florence O; Adeyemo, Ayoade O; Afolayan, Ademola S; Akanji, Olakunle G

2018-03-12

This study assessed awareness and availability of assistive facilities in a Nigerian public university. Study was conducted in Obafemi Awolowo University (OAU), Ile Ife Nigeria using a mixed methods approach. Fifty two students with disability (SWD) were interviewed with a semistructured, self-administered questionnaire. A checklist was used to assess assistive facilities on campus while in-depth interviews (IDI) were conducted with university officials, to assess their perspectives about the availability and use of assistive facilities in the university. Almost three-thirds (57.7%) of SWD were male while more than two-thirds were aged between 21 and 30 years. About seven in 10 (71.1%) respondents, had mobility impairment, while two-fifth had visual impairment (40.8%) and a few had hearing impairment. Only the university's administrative building had a functioning elevator. Slightly more than half (54.5%) of the lecture theatres have public address systems, while only two have special entrances and exits with ramps for SWD. Almost all respondents were unaware of facilities that aid learning (96.2%) and facilities for library use (90.4%). University officials were aware of assistive facilities for SWD but do not know the actual number of SWD. Assistive facilities for SWD on campus are limited. More assistive facilities need to be provided alongside increased awareness about these facilities and a disability register should be open for students on campus. Assistive facilities to aid learning and make SWD more comfortable are required. Implications for Rehabilitation Universities should have an official policy on students with disabilities and implement it, such a policy should address special considerations for disabled students, such as having an updated register for students with disability, having examination questions in large fonts for students with visual disabilities, giving them extra time for examinations and providing special counselling services for students with disabilities. Awareness about assistive facilities in tertiary institutions for students with disability should be increased so that they can utilize the ones available and demand for such if non-existent. The design of buildings on university campus should be made disability friendly. A disability register should be open for SWD on campus.

Working toward equitable opportunities for science students with disabilities: using professional development and technology.

PubMed

Bargerhuff, Mary Ellen; Cowan, Heidi; Kirch, Susan A

2010-01-01

As a result of federal legislation, adolescents with disabilities and other exceptionalities are increasingly included in science and math classes alongside their peers who are typically developing. The effectiveness of this placement option, however, is largely dependent on the skill level of the general educator and the support afforded to this teacher through various channels. Efforts arising from two National Science Foundation grants address both skill and support. Center's Lesson Adaptations for Student Success (CLASS) project used summer professional development opportunities to equip teachers with the knowledge and skills needed to provide students with physical, sensory and learning disabilities equitable access to laboratory and field experiences. Second, to support teachers back in their classrooms, the Ohio Resource Center's Lesson Adaptations for Student Success (OR-CLASS) uses web resources to share high quality, peer-reviewed lesson plans, complete with specific recommendations on adaptations for students with a variety of exceptional learning needs.

Using Junior Achievement as a Vocational Option for Youth with Special Needs.

ERIC Educational Resources Information Center

Schoff, Patty

Junior Achievement (JA) offers high school students its traditional evening program, in which business advisors help students run their own mini-businesses. In 1980, JA offered this program to mentally, emotionally, and physically disabled students aged 16-21. The special needs component operates an in-class program where students run companies…

Positioning Theory: Kinesiology Students' Experiences Teaching in an Adapted Aquatics Practicum

ERIC Educational Resources Information Center

Sato, Takahiro; Haegele, Justin

2017-01-01

The purpose of this study was to describe and explain undergraduate students' positions of teaching and assisting students with disabilities during adapted aquatics practicum experiences. The participants were eight kinesiology students who enrolled in an introductory adapted physical education (APE) course at a public university in the Midwest…

Effective Collaboration between Physical Therapists and Teachers of Students with Visual Impairments Who Are Working with Students with Multiple Disabilities and Visual Impairments

ERIC Educational Resources Information Center

Stearns, Erica

2017-01-01

In this article, Erica Stearns writes that she has worked as a physical therapist assistant in various settings for nearly 20 years. Her experiences have been in long-term and acute care settings, short-term rehabilitation and the school system. For the past three years she has also worked as a teacher of students with visual impairments.…

Evaluation Process of Paraeducators: Perspectives from Paraeducators and Principals

ERIC Educational Resources Information Center

Glickman, Lynn

2017-01-01

Paraeducators support students in schools throughout the United States by fulfilling duties such as providing instructional reinforcement, assisting with clerical tasks, supervising students, and supporting the mobility and/or hygiene of students with physical disabilities. However, although data show that approximately 91% of schools in the…

Dating violence and associated health risks among high school students with disabilities.

PubMed

Mitra, Monika; Mouradian, Vera E; McKenna, Maria

2013-08-01

Children with disabilities are at a higher risk for various forms of violence including sexual violence, bullying, and physical violence compared to those without disabilities. However there are no studies documenting the prevalence of dating violence amongst a population-based sample of adolescents with disabilities. The purpose of this study is to assess the prevalence of dating violence victimization against high schools students with and without disabilities and to examine associations of dating violence with health risks by disability status among high school girls. Data from the 2009 Massachusetts Youth Health Survey were analyzed in 2011 using bivariate and multivariate logistic regression. Among high school students who had ever been on a date, girls (25.9 %, 95 % CI 19.9-31.5) and boys (9.1 %, 95 % CI 5.8-12.4) with disabilities were more likely than girls (8.8 %, 95 % CI 6.8-10.8) and boys (4.5 %, 95 % CI 3.1-5.8) without disabilities to report dating violence. Multivariate analyses indicated that high school girls with disabilities who experienced dating violence were more likely to report feeling sad or hopeless for 2 weeks or more in the past year, suicide ideation in the past 12 months, and drug use in the past 30 days compared to those with disabilities who did not report dating violence and those without disabilities who reported and did not report dating violence. High school students with disabilities are at a greater risk for dating violence victimization compared to those without disabilities and high school girls with disabilities who experience dating violence are at increased risk for experiencing poor mental health outcomes and substance abuse.

Promoting Success in the Physical Sciences: The University of Wisconsin's Physics Learning Program

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2002-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides small group, academic and mentoring support for students enrolled in algebra-based introductory physics courses. Those students accepted into our program are potentially at-risk academically in their physics course or for feeling isolated at the University. They include, among others, students who have not taken high school physics, returning adults, minority students, students with disabilities, and students with English as a second language. A core component of the program is the peer-lead teaching and mentoring groups that match upper level undergraduate physics majors with students potentially at-risk in introductory physics. The tutors receive ongoing training and supervision throughout the year. The program has expanded over the years to include staff tutors, the majority of whom are scientists who seek additional teaching experience. The Physics Peer Mentor Tutor Program is run in collaboration with a similar chemistry program at the University of Wisconsin's Chemistry Learning Center. We will describe our Physics Learning Programs and discuss some of the challenges, successes, and strategies used to work with our tutors and students.

Pick One! Conducting Preference Assessments with Students with Significant Disabilities

ERIC Educational Resources Information Center

Cannella-Malone, Helen I.; Sabielny, Linsey M.; Jimenez, Eliseo D.; Miller, Megan M.

2013-01-01

Research has demonstrated that people with significant intellectual, developmental, and physical disabilities can indicate clear preferences through methodologically rigorous assessments. Once preferred items have been identified, they can be used to reinforce new behaviors, which can assist in the development of a meaningful learning experience.…

Dysfunctional Families of the Student with Special Needs.

ERIC Educational Resources Information Center

Daniels-Mohring, Debbie; Lambie, Rosemary

1993-01-01

This paper outlines the changes that occur in family systems when a child is diagnosed with special needs and examines the structure of dysfunctional families in which there is a child with physical disabilities, including chronic illness; behavior disorders, including social maladjustment; learning disabilities; or mental retardation. (JDD)

Working towards Inclusive Physical Education in a Primary School: 'Some Days I Just Don't Get It Right'

ERIC Educational Resources Information Center

Petrie, Kirsten; Devcich, Joel; Fitzgerald, Hayley

2018-01-01

Background: In Aotearoa New Zealand, as it is internationally, there is a desire to ensure physical education is inclusive of all students regardless of their abilities. Yet, medical discourses associated with disability continue to position students who are perceived as not having the capacity to participate fully in traditional physical…

Bridging the Gap between Physical Therapy and Orientation and Mobility in Schools: Using a Collaborative Team Approach for Students with Visual Impairments

ERIC Educational Resources Information Center

Szabo, Joanne; Panikkar, Rajiv K.

2017-01-01

This article explores transdisciplinary collaboration and role-release strategies that would allow physical therapists and orientation and mobility (O&M) specialists to more effectively support students with visual impairments (that is, those who are blind or have low vision) and additional disabilities with their expanded core curriculum…

A Computer Application for Severely Handicapped Children.

ERIC Educational Resources Information Center

Huenergard, Cliff; Albertson, Greg

A severely physically disabled (quadriplegic) third grade student with high average intellectual abilities was fitted with a computer system adapted for maximum student independence. A scanner, the face of which is an integrated circuit board, was constructed to allow accessibility to the computer by a single switch operated by the student's…

Helping General Physical Educators and Adapted Physical Educators Address the Office of Civil Rights Dear Colleague Guidance Letter: Part II--What Parents Should Know and Do to Ensure Extracurricular Interscholastic Sport Opportunities for Their Children with Disabilities

ERIC Educational Resources Information Center

Tymeson, Garth

2013-01-01

The rights of all students to participate in extracurricular programs are required by current law but are often nonexistent, misunderstood, or even sometimes purposely not shared with parents. This article is addressed to parents regarding the rights of their children with disabilities to participate in extracurricular sport activities. Included…

The Physics Learning Program at the University of Wisconsin-Madison

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L.; Huesmann, A.; Jacob, A.; Fretz, J.; Clarke, M.

2006-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides a supportive learning environment for students studying physics. We pair staff and upper level physics and secondary science education majors in small study groups with students studying introductory physics. Approximately 33-50% of our students are from racial and ethnic groups underrepresented in the sciences. In addition, students participating in our program include others who may be feeling isolated such as first-generation college students, returning adults, students with disabilities, international students, and students from small rural schools; as well as students with weak math and physics preparation and/or who are struggling with the course. The Physics Learning Program is run in conjunction with similar programs for chemistry and biochemistry. During the past year with a move to a new building we obtained a dedicated space for the Physics Learning Program, facilitating students to form their own study groups. We also began a pilot program for students in the calculus-based physics sequence. We will discuss these additions, as well as recruitment, pedagogy, teacher training, and mentoring practices that we use with the aim of creating an inclusive learning environment.

Mainstreaming in Physical Education: Teacher Strategies.

ERIC Educational Resources Information Center

Windham, Geraldine M.; And Others

1980-01-01

The authors highlight an inservice approach to mainstreaming elementary and secondary level handicapped students in physical education. Outlined are strategies for individual intervention, for group intervention, for auditory impairments, for visual impairments, for learning disabilities, and for orthopedic impairments. (SBH)

Responding When a Life Depends on It: What To Write in the Margins When Students Self-Disclose.

ERIC Educational Resources Information Center

Valentino, Marilyn J.

Unfortunately, students with emotional and psychological disorders are not uncommon on campuses anymore. In fact, along with the increase in the number of physically disabled students on campuses (now 6%), professors face new challenges, especially from those high-risk students suffering from hidden psychological disorders like schizophrenia,…

Iowa Guidelines for Educationally Related Physical Therapy Services.

ERIC Educational Resources Information Center

David, Kathy

This guide provides background information to help interpret Iowa state and federal rules as they apply to physical therapy (PT) for students with disabilities (birth to age 21) in educational settings. The first section defines professional personnel requirements and statements of licensure for the positions of physical therapist and physical…

Quantitative Methodology: A Guide for Emerging Physical Education and Adapted Physical Education Researchers

ERIC Educational Resources Information Center

Haegele, Justin A.; Hodge, Samuel R.

2015-01-01

Emerging professionals, particularly senior-level undergraduate and graduate students in kinesiology who have an interest in physical education for individuals with and without disabilities, should understand the basic assumptions of the quantitative research paradigm. Knowledge of basic assumptions is critical for conducting, analyzing, and…

Learning Disability as Related to Infrequent Punishment and Limited Participation in Delay of Reinforcement Tasks

ERIC Educational Resources Information Center

Wilson, L. R.

1975-01-01

This study, by comparing for learning disabled and control children parental frequency rating of physical punishment and of completion of tasks, hypothesized that parental indulgence is associated with learning disorders. Referral children with learning problems (N=18), were rated significantly lower on both measures that students referred for…

Physical health status of pupils in a school for the mentally disabled in Lagos.

PubMed

Ezeaka, V C; Iroha, E O

2003-12-01

The study set out to assess the health status of pupils of a school for children with mental disability. The school is Modupe Cole Memorial Child Care and Treatment Home School, Akoka, Lagos. The records of 211 pupils were reviewed and the pupils were clinically examined by the author. Seventy-four (35.1%) of the subjects had complete immunization, 48(22.7%) had incomplete immunization while 44(20.9%) received no immunization. The probable aetiology of mental disability in the subjects was due to postnatal causes (96; 45.5%), natal causes (44; 20.8%), prenatal causes (12; 5.7%) and unknown (59; 28.0%). The most abnormal findings on physical examination were in the central nervous system (199; 94.3%), the musculoskeletal system (137; 64.9%), the mouth/teeth (125; 59.2%) and the skin (98; 46.4%). These findings were worse amongst the residential students than in the non-residential students (p < 0.001). The information obtained from this study will help to serve as a reference for purposes of health planning and policy formulation for children with mental disability.

Pain, pain intensity and pain disability in high school students are differently associated with physical activity, screening hours and sleep.

PubMed

Silva, Anabela G; Sa-Couto, Pedro; Queirós, Alexandra; Neto, Maritza; Rocha, Nelson P

2017-05-16

Studies exploring the association between physical activity, screen time and sleep and pain usually focus on a limited number of painful body sites. Nevertheless, pain at different body sites is likely to be of different nature. Therefore, this study aims to explore and compare the association between time spent in self-reported physical activity, in screen based activities and sleeping and i) pain presence in the last 7-days for 9 different body sites; ii) pain intensity at 9 different body sites and iii) global disability. Nine hundred sixty nine students completed a questionnaire on pain, time spent in moderate and vigorous physical activity, screen based time watching TV/DVD, playing, using mobile phones and computers and sleeping hours. Univariate and multivariate associations between pain presence, pain intensity and disability and physical activity, screen based time and sleeping hours were investigated. Pain presence: sleeping remained in the multivariable model for the neck, mid back, wrists, knees and ankles/feet (OR 1.17 to 2.11); moderate physical activity remained in the multivariate model for the neck, shoulders, wrists, hips and ankles/feet (OR 1.06 to 1.08); vigorous physical activity remained in the multivariate model for mid back, knees and ankles/feet (OR 1.05 to 1.09) and screen time remained in the multivariate model for the low back (OR = 2.34. Pain intensity: screen time and moderate physical activity remained in the multivariable model for pain intensity at the neck, mid back, low back, shoulder, knees and ankles/feet (Rp 2 0.02 to 0.04) and at the wrists (Rp 2  = 0.04), respectively. Disability showed no association with sleeping, screen time or physical activity. This study suggests both similarities and differences in the patterns of association between time spent in physical activity, sleeping and in screen based activities and pain presence at 8 different body sites. In addition, they also suggest that the factors associated with the presence of pain, pain intensity and pain associated disability are different.

Protecting Students from Harassment and Hate Crime: A Guide for Schools. [Revised.

ERIC Educational Resources Information Center

Office for Civil Rights (ED), Washington, DC.

Education and law enforcement officials are all committed to ensuring that students throughout the nation are able to attend school safely, free from all forms of harassment. However, some students are subject to verbal and physical abuse and intimidation based on their race, ethnicity, national origin, religion, sex, disability, or sexual…

Protecting Students from Harassment and Hate Crime. A Guide for Schools.

ERIC Educational Resources Information Center

Office for Civil Rights (ED), Washington, DC.

Education and law enforcement officials are all committed to ensuring that students throughout the nation are able to attend school safely, free from all forms of harassment. However, some students are subject to verbal and physical abuse and intimidation based on their race, ethnicity, national origin, religion, sex, disability, or sexual…

[Inclusive education in nursing: analysis of students' needs].

PubMed

Faro, Ana Cristina Mancussi E; Gusmai, Luana de Fátima

2013-02-01

Inclusive education is based on assisting all students alike, providing an education aimed at everyone equally in order to identify the particular educational needs of each student. The objectives of the present study were to identify the occurrence of disabilities, explore the learning resources that allow for inclusion; identify the architectural, communication, educational and attitudinal barriers that may affect students' performance; and discuss the students' suggestions of how to promote inclusion. This exploratory, descriptive, cross-sectional study was performed using a quantitative approach. Data collection was performed through interviewing undergraduate nursing students, using a questionnaire containing open- and closed-ended questions. It was found that 66.3% of students have a visual impairment and 1.2% reported having a hearing impairment, but no physical disability was reported. Architectural barriers were the most frequently mentioned by the interviewed students, followed by educational barriers.

Getting Through College With a Disability; A Summary of Services Available on 500 Campuses for Students With Handicapping Conditions.

ERIC Educational Resources Information Center

President's Committee on Employment of the Handicapped, Washington, DC.

This guide to college selection for the physically handicapped student summarizes information on the services and policies of 500 two- and four-year colleges. As to each college, it indicates if there are student organizations, offices, financial aid services, or career development services specifically designed for handicapped students, and if…

Adapted Physical Activity, Recreation and Sport: Crossdisciplinary and Lifespan. Fifth Edition.

ERIC Educational Resources Information Center

Sherrill, Claudine

This textbook is designed for both undergraduate and graduate students who aspire to meet the individual needs of children with disabilities in physical education, recreation, sport, fitness, or rehabilitation settings. The goal is to prepare professionals to meet the personnel standards established by the National Consortium of Physical and…

Remote Video Supervision in Adapted Physical Education

ERIC Educational Resources Information Center

Kelly, Luke; Bishop, Jason

2013-01-01

Supervision for beginning adapted physical education (APE) teachers and inservice general physical education teachers who are learning to work with students with disabilities poses a number of challenges. The purpose of this article is to describe a project aimed at developing a remote video system that could be used by a university supervisor to…

Adapted Physical Education in Self-Contained Settings: Planning for Successful Instruction

ERIC Educational Resources Information Center

Wilson, Wesley J.; Beamer, Jennifer; Block, Martin E.

2016-01-01

Nearly 30% of U.S. schools have students with severe disabilities who participate in a self-contained adapted physical education (SAPE) setting, separate from their typically developing classmates. It is imperative that physical education teachers become familiar with pedagogical strategies for planning and teaching SAPE. The purpose of this…

Socially Mainstreaming Handicapped Students.

ERIC Educational Resources Information Center

Miller, Maurice; Loukellis, Irene

The basis for socially mainstreaming handicapped children as well as changing attitudes toward the handicapped are discussed; and a list of teaching activities and resources for introducing students to the mentally retarded, the visually impaired, the physically handicapped, the hearing impaired, and the learning disabled is presented. A summary…

The effects of a Special Olympics Unified Sports Soccer training program on anthropometry, physical fitness and skilled performance in Special Olympics soccer athletes and non-disabled partners.

PubMed

Baran, Funda; Aktop, Abdurrahman; Özer, Dilara; Nalbant, Sibel; Ağlamış, Ece; Barak, Sharon; Hutzler, Yeshayahu

2013-01-01

The study investigated the effects of a Special Olympics (SO) Unified Sport (UNS) soccer program on anthropometry, physical fitness and soccer skills of male youth athletes with and without intellectual disabilities (ID) who participated in a training group (TRG) and in a comparison group (CG) without specific training. Youth with ID (WID) were randomly selected out of all the students between the ages 12 and 15, with a diagnosis of educable mental retardation and no secondary disabilities, who were attending a special education school. Participants without ID (WoID) were randomly selected from a regular secondary school out of the same age groups of male students. All participants were given permission by their parents or guardians to participate in the study. Participants in the TRG included 23 youth WID and 23 youth WoID. Mean ages were = 14.1 (SD = 1.1) and 13.2 (SD = 0.79) respectively. Fifteen WID, and 15 WoID comprised the CG. Mean ages were 14.51 (SD = 0.81) and 13.78 (SD = 0.49) respectively. Prior to and following the program measurements were conducted, and data were collected on students' anthropometric and fitness components of the Brockport physical fitness test as well as a soccer skill performance based on the SO soccer skill test. Participants in the TRG trained 8 weeks, 1.5h per session, three times per week, in an after-school soccer program. CG did not participate in any sports program outside of the school physical education class. Dependent t tests and effect size calculations revealed that SO athletes and non-disabled partners scored significantly higher with regard to physical fitness and football skills in most variables compared with their CG. This Unified Program was successful in increasing fitness and soccer skill performance of youth WID as well as of those WoID. Copyright © 2012 Elsevier Ltd. All rights reserved.

Students with Prader-Willi Syndrome: Case Law under the IDEA

ERIC Educational Resources Information Center

Zirkel, Perry A.

2017-01-01

Prader-Willi Syndrome (PWS) is one of the low-incidence physical disabilities that the literature has not addressed in relation to the Individuals with Disabilities Education Act and its case law applications. To help fill the gap, this relatively brief article provides (a) an introduction of PWS from legal sources; (b) an overview of the IDEA,…

Using Video Prompting to Teach Leisure Skills to Students with Significant Disabilities

ERIC Educational Resources Information Center

Cannella-Malone, Helen I.; Miller, Olivia; Schaefer, John M.; Jimenez, Eliseo D.; Page, E. Justin; Sabielny, Linsey M.

2016-01-01

Recreational activities are an important part of anyone's quality of life, owing to the various benefits of participation (e.g., social, physical). For individuals with significant disabilities, engagement in leisure skills continues to be a low priority in many schools, which can adversely affect the level of school and community membership. This…

A School-Based Intervention Associated with Improvements in Cardiometabolic Risk Profiles in Young People with Intellectual Disabilities

ERIC Educational Resources Information Center

Wallén, Eva Flygare; Müllersdorf, Maria; Christensson, Kyllike; Marcus, Claude

2013-01-01

This study evaluates a multifactorial school-based intervention with the aim of decreasing cardiometabolic risk factors by means of a healthy lifestyle, primarily with daily physical activity and healthy food during school hours, at an upper secondary school for students with intellectual disabilities. The outcome is measured in terms of…

Attitudes toward People with Disabilities Caused by Illness or Injury: Beyond Physical Impairment

ERIC Educational Resources Information Center

Shiloh, Shoshana; Heruti, Irit; Berkovitz, Tamar

2011-01-01

This study examined differences in attitudes toward and reactions to individuals with comparable disabilities caused by injury or illness. Participants were students and healthcare professionals randomly assigned to read one of eight vignettes constructed in a between-subjects, full-factorial design: 2 (illness/injury)x2 (male/female)x2…

Race and Sex Discrimination in the Academy.

ERIC Educational Resources Information Center

Hippensteele, Susan K.; Chesney-Lind, Meda

1995-01-01

A survey (n=926) of the University of Hawaii at Manoa's multiethnic student population investigated experiences with racism, sexism, and other forms of discrimination based on age, sexual orientation, physical disability, marital status, religion, or national origin. While this institution has specific policies on discrimination, students who…

Outcomes for Students Receiving School-Based Physical Therapy as Measured by the School Function Assessment.

PubMed

Effgen, Susan K; McCoy, Sarah Westcott; Chiarello, Lisa A; Jeffries, Lynn M; Starnes, Catherine; Bush, Heather M

2016-01-01

To describe School Function Assessment (SFA) outcomes after 6 months of school-based physical therapy and the effects of age and gross motor function on outcomes. Within 28 states, 109 physical therapists and 296 of their students with disabilities, ages 5 to 12 years, participated. After training, therapists completed 10 SFA scales on students near the beginning and end of the school year. Criterion scores for many students remained stable (46%-59%) or improved (37%-51%) with the most students improving in Participation and Maintaining/Changing Positions. Students aged 5 to 7 years showed greater change than 8- to 12-year-olds on 5 scales. Students with higher gross motor function (Gross Motor Function Classification System levels I vs IV/V and II/III vs IV/V) showed greater change on 9 scales. Positive SFA change was recorded in students receiving school-based physical therapy; however, the SFA is less sensitive for older students and those with lower functional movement.

Test Anxiety Among College Students With Specific Reading Disability (Dyslexia): Nonverbal Ability and Working Memory as Predictors.

PubMed

Nelson, Jason M; Lindstrom, Will; Foels, Patricia A

2015-01-01

Test anxiety and its correlates were examined with college students with and without specific reading disability (RD; n = 50 in each group). Results indicated that college students with RD reported higher test anxiety than did those without RD, and the magnitude of these differences was in the medium range on two test anxiety scales. Relative to college students without RD, up to 5 times as many college students with RD reported clinically significant test anxiety. College students with RD reported significantly higher cognitively based test anxiety than physically based test anxiety. Reading skills, verbal ability, and processing speed were not correlated with test anxiety. General intelligence, nonverbal ability, and working memory were negatively correlated with test anxiety, and the magnitude of these correlations was medium to large. When these three cognitive constructs were considered together in multiple regression analyses, only working memory and nonverbal ability emerged as significant predictors and varied based on the test anxiety measure. Implications for assessment and intervention are discussed. © Hammill Institute on Disabilities 2013.

Brazilian Physical Education Teachers' Attitudes toward Inclusion before and after Participation in a Professional Development Workshop

ERIC Educational Resources Information Center

Haegele, Justin A.; Hodge, Samuel; Filho, Paulo José Barbosa Gutierres; de Rezende, Alexandre Luiz Gonçalves

2018-01-01

The purpose of this study was to analyze the attitudes of physical education teachers about inclusion and teaching students with disabilities in Brazil before and after they participated in a professional development workshop focused on inclusive ideology and strategies. The participants were Brazilian physical education teachers (pretest sample,…

Physical Education Teachers' Beliefs and Intentions toward Teaching Students with Disabilities

ERIC Educational Resources Information Center

Jeong, Mihye; Block, Martin E.

2011-01-01

The Theory of Planned Behavior (TpB) measures the effect that individuals' behavioral belief, normative belief, and control beliefs have on their intentions to perform a specific behavior. The purpose of this study was to examine: (a) whether the TpB could predict physical educators' intentions and (b) whether physical educators' intentions and…

Central District Research Section of the American Alliance for Health, Physical Education, Recreation, and Dance Proceedings (Fargo, ND, April 26-30, 1995).

ERIC Educational Resources Information Center

Richardson, J. A., Ed.; Hoadley, M., Ed.

This report provides descriptions of 14 research projects offered as poster presentations at the 1995 conference. The research projects focused on: attitudes of preservice physical education teachers toward teaching students with mild disabilities; relationship between preservice physical education teachers' attributes and attitudes toward…

Elementary Physical Education Teachers' Attitudes towards the Inclusion of Children with Special Needs: A Qualitative Investigation

ERIC Educational Resources Information Center

Combs, Sue; Elliott, Steven; Whipple, Kerry

2010-01-01

Laws and legislation have resulted in children with special needs being placed in general physical education (GPE) classes with general physical educators. The purpose of this study was twofold; (a) to identify two practicing teachers with positive attitudes towards inclusion of students with mild to moderate disabilities and two teachers with…

Perceptions and Practices of Adapted Physical Educators on the Teaching of Social Skills

ERIC Educational Resources Information Center

Samalot-Rivera, Amaury; Porretta, David L.

2009-01-01

The purpose of this study was to determine adapted physical educators' perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura's social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face…

Teaching menstrual care skills to intellectually disabled female students.

PubMed

Altundağ, Sebahat; Çalbayram, Nazan Çakırer

2016-07-01

The aim of this study was to teach pad replacement skills to intellectually disabled adolescent female students during their menstruation periods by demonstrating on a dummy. It may be difficult to make intellectually disabled adolescents achieve self-care during menstruation. In addition, there are difficulties experienced in explaining menstruation, such as physical changes and the practice of cleaning during this period. The study used a 'One group pretest and post-test model'. The study was performed in a special educational institution. The population consisted of 77 female students in the high school section. Calculation of a sample size was not attempted, and 54 students with no attendance issues agreed to take part in the study and were included. In this work, we found that pad replacement training significantly changed the scores of mentally disabled adolescents before and after training. Our training yielded positive results, and the population improved their skills at all stages of skill building. Training adolescents with mental disabilities helped them gain hygiene habits. Performance of these trainings occurs at the beginning of menstrual hygiene education. To achieve improved success in life, it is important that adolescents assume the responsibility of self-care and manage sustained care activity on their own. © 2016 John Wiley & Sons Ltd.

Change Strategies and Disabled Persons: Postsecondary Education and Beyond. National Conference (2nd, Dayton, Ohio, October 3-6, 1978).

ERIC Educational Resources Information Center

Marx, Pat, Ed.; Hall, Perry, Ed.

The document presents proceedings on the second national conference on the physically disabled student at the postsecondary level. Specific conference objectives were: (1) to develop an understanding of the impact of attitudes on service to design and delivery and to identify effective techniques for attitude development; (2) to identify methods…

Social Inclusion: What It Is and Why It's Important?

ERIC Educational Resources Information Center

Osher, David; Pickeral, Terry

2013-01-01

Social inclusion for students with disabilities builds on steps taken for physically and academically inclusive learning environments and highlights the need for all students having frequent opportunities to interact with a broad range of peers in a variety of settings within and outside the classroom setting. This article presents some…

Benefits of the use of ICT in school activities by students with motor, speech, visual, and hearing impairment: a literature review.

PubMed

Lidström, Helene; Hemmingsson, Helena

2014-07-01

Information and communication technology (ICT) has the potential to enhance participation in educational activities for students with physical disabilities. Even though incorporating ICTs into teaching and learning in education has become an important issue, it is unclear what evidence research has provided. The aim of this study was to investigate types of ICT items and how ICT is being used by students with physical disabilities, and describe the benefits of ICT use in school activities. A systematic literature search, covering the period 2000-May 2012, was performed in the databases AMED, CINAHL, Eric, OTseeker, Psych Info, PubMed, and Scopus. Data analysis entailed extracting, editing, grouping, and abstracting findings. A total of 32 articles were included, 16 of which were intervention studies. More than half of the studies concerned students with motor impairments. Type of ICT used differed among impairment groups, and ICT seemed to be especially beneficial for writing, spelling, and communication. Even though the review found heterogeneity across the studies students seemed to benefit from ICT use regardless of the type. For future research it is important to highlight intervention studies, especially for students with visual, hearing, and communication impairments.

"Drawing" on Disabled Students' Experiences of Physical Education and Stakeholder Responses

ERIC Educational Resources Information Center

Fitzgerald, Hayley

2012-01-01

Within education generally and more specifically physical education inclusion has become a central concern of legislation, policy and programming. Set within an environment where there is much "talk" of inclusion this paper seeks to interrogate adult stakeholders' understandings of inclusion by exploring their responses to the drawings…

Teachers' Perceptions, Teaching Practices, and Learning Opportunities for Inclusion

ERIC Educational Resources Information Center

Ko, Bomna; Boswell, Boni

2013-01-01

Lack of expertise of general physical educators relative to teaching students with disabilities in inclusive general physical education (GPE) has been identified as a major challenge affecting the implementation of inclusion in the United States (Block & Obrusnikova, 2007). Several studies indicated that insufficient inclusion training (Hodge,…

Children Say the Darndest Things: Physical Activity and Children with Attention-Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Harvey, William J.; Wilkinson, Shawn; Pressé, Cindy; Joober, Ridha; Grizenko, Natalie

2014-01-01

Background: Physical educators suggested that they are not well-informed about behaviors of children with disabilities, especially attention-deficit hyperactivity disorder (ADHD). Children with ADHD represent a significant number of students in school systems worldwide who often experience difficulties in performing fundamental movement skills.…

Getting Involved in the IEP Process

ERIC Educational Resources Information Center

Kowalski, Ellen; Lieberman, Lauren J.; Daggett, Sara

2006-01-01

Although, in many districts, physical educators are integral members of the Individualized Education Program (designed for students with disabilities such as Down syndrome and autism), in other districts, physical educators are only partially involved in the process or are not given the opportunity to be involved at all. However, the physical…

Teaching disability and rehabilitation to medical students. Steering Group on Medical Education and Disability.

PubMed

Kahtan, S; Inman, C; Haines, A; Holland, P

1994-09-01

A survey of UK medical schools was undertaken to determine the teaching that was being offered on disability and rehabilitation. In general, teaching on this topic appeared fragmented and inadequate but a number of interesting innovations were identified. These included: a drama workshop run by a group whose members mainly have learning disabilities at St George's Medical School, student-directed learning at the University of Dundee and structured teaching programmes at the Universities of Leeds and Edinburgh. The General Medical Council Education Committee's 1991 discussion document on the undergraduate curriculum specifically mentions disability as an important topic. A number of schools mentioned that they were in the process of revising their curriculum as a consequence. Recommendations arising from the findings of the survey include integration of disability and rehabilitation into clinical teaching, focus of teaching on those types of disability which are common in the community, greater emphasis on functional assessment in teaching the physical examination, and the wider use of standard assessment instruments, for example for activities of daily living, cognitive impairment and locomotor disability. There is a need for improved communication between medical schools to facilitate the spread of educational activities on this topic.

Psychometric properties of the Rosenberg Self-esteem Scale among people with arthritis.

PubMed

Sheasby, J E; Barlow, J H; Cullen, L A; Wright, C C

2000-06-01

After 30 years of use the factor structure of the Rosenberg Self-esteem Scale remains the subject of debate. Most studies have focused on school-aged or undergraduate students. There are few psychometric data for older people or for those with disabilities. This study compared the factor structures of the Rosenberg Self-esteem Scale among 117 adults with arthritis and 185 undergraduate students. A two-factor solution provided the best fit for both samples, although the item content of the factors differed slightly. Further investigation is required to assess whether the difference is due to age or the presence of physical disability. Nonetheless, the scale discriminated well between students and adults with arthritis.

Unreasonable adjustments: medical education, mental disorder, disability discrimination and public safety.

PubMed

Parker, Malcolm

2014-09-01

Recently the Civil and Administrative Tribunal of New South Wales found that the, University of Newcastle had discriminated against a medical student with borderline personality disorder and bipolar disorder on the grounds of her disability. This column summarises the case, and integrates a psychodynamic account of borderline personality disorder with Fulford's conceptual analysis of mental disorder as action failure, that is no different in principle from physical illnesses, some instances of which appear to uncontroversially rule out of contention some applicants for medical training. It is argued that some applicants for medical and health care programs with mental disorders should not be selected, because their disabilities are not amenable to satisfactory accommodation in the university training period, and they are incompatible with clinical training and practice. Universities should develop "Inherent Requirement" policies that better integrate their responsibility to support disabled students with the responsibility, currently reserved entirely to regulators, to ensure safe practice by their graduates.

Perspectives on Teaching the International Classification of Functioning, Disability, and Health Model to Physical Therapy Students.

PubMed

Peters-Brinkerhoff, Cheryl

2016-01-01

During a reaccreditation visit, deficiencies were discovered in the clinical education curriculum regarding patient-centered care in a Doctorate of Physical Therapy program. To understand the problem and address those deficiencies, the clinical internship experience was examined using the International Classification of Functioning, Disability, and Health (ICF) model as a conceptual framework for clinical reasoning. This qualitative case study aimed to study (1) perceptions of physical therapy (PT) students regarding their knowledge and learning experiences during clinical affiliations and what knowledge they acquired of the ICF as applied to patient-centered care during their internship, and (2) the perceptions of clinical instructors (CIs) of their knowledge of the ICF model, its integration into their practice, barriers to its use, and the learning experiences the CIs provided to students regarding the ICF model. Data were collected using questionnaires sent to 42 CIs and at focus groups of 22 PT students conducted at the study site. Data were also collected from student evaluations on the Clinical Performance Instrument. Data were analyzed using coding techniques and themes based on the use of the ICF model in the clinical setting by students and CIs. Most CIs reported a poor understanding of the ICF model or how it relates to patient-centered care; both CIs and students reported none to minimal learning experience related to the ICF model. Document analysis of the student evaluations revealed no assessment of the ICF model was mentioned. Learning experiences of all domains of the ICF model are generally not being presented to PT students during their clinical affiliations.

Examining the Impact of Early Intervention, Parent Involvement and Family Characteristics on Preschool Special Education Student Outcomes over Time

ERIC Educational Resources Information Center

Tomasello, Nicole Marie

2012-01-01

Approximately 225,000 children from birth to age three are affected by developmental delays, and additionally, 49,000 are affected by a physical disability (U.S. Census Bureau, 2006). Fortunately there are policies and programs that help young children with disabilities achieve positive outcomes in school and live independent lives in the future.…

"Retarded?" Who Still Says that? An Adapted Physical Education Perspective

ERIC Educational Resources Information Center

Tarr, Susan J.

2011-01-01

By assigning students a label from one of the 11 disability categories, schools receive money from the government to provide appropriate educational assistance to facilitate student learning (e.g., special equipment, paraprofessional support). But educators often think of this labeling as a double-edged sword: children must have the label to…

Exploring the Meaning of Parental Involvement in Physical Education for Students with Developmental Disabilities

ERIC Educational Resources Information Center

An, Jihoun

2011-01-01

Parental involvement has been studied in the field of education since the 1970s. Scholars assert that parental involvement affects students' achievement and performance (Christenson, Rounds, & Gorney, 1992; Epstein, Sanders, Simons, Salinas, Janson, & Van Voorhis, 2002; Fan & Chen, 2001; Herman & Yeh, 1983; von Voorhis, 2003).…

Including a Student with Multiple Disabilities and Visual Impairment in Her Neighborhood School.

ERIC Educational Resources Information Center

Bowden, J.; Thorburn, J.

1993-01-01

This article discusses mainstreaming of a student (age five) with physical, intellectual, visual, and suspected auditory impairments in her neighborhood school in Auckland, New Zealand. Comments of the people involved in the program, including the principal, teachers, teacher's aide, family members, and fellow pupils are reported; and the success…

Teaching Young Adults with Disabilities through Service Learning

ERIC Educational Resources Information Center

Woodruff, Elizabeth A.; Sinelnikov, Oleg A.

2015-01-01

While many scholars agree that service learning is beneficial to both the student and the community, the research on service learning in the physical education setting is limited. However, there are courses that can be aligned with the professional preparation needs of students and the broader needs of the community. Drawing on theory which has…

Learning from Picture Book Characters in Readaloud Sessions for Students with ADHD

ERIC Educational Resources Information Center

Zambo, Debby M.

2006-01-01

Students with attention-deficit/hyperactivity disorder are physically active and impulsive often to the point of being difficult to contain. Fortunately, advances in research and practice are helping unravel some of the mysteries of ADHD and with this information comes an imperative to inform individuals with ADHD about their disability.…

Preliminary Study of Perceived Discrimination and Prejudices of College Students.

ERIC Educational Resources Information Center

Gill, Wanda E.; And Others

The perceptions of 163 Bowie State College students concerning differences in people based on race, gender, and physical disability were studied during fall 1987. While the majority of respondents perceived discrimination in the United States and in Prince George's County, Maryland, a minority believed that there was discrimination on the Bowie…

Community-based and college-based needs assessment of physically disabled persons.

PubMed

Burnett, S E; Yerxa, E J

1980-03-01

A descriptive survey was conducted to determine the self-perceived needs of physically disabled persons as a preliminary step toward establishing or designing a knowledge base for occupational therapy intervention at a community college. Demographic and needs data were statistically compared with those from a sample of nondisabled college students. Significant differences in the confidence to perform congnitive/problem-solving, social/recreational, school/vocational, home and community mobility skills were found, with the disabled reporting lowered or less confidence. Confidence in performing basic activities of daily living was the only area in which the difference was not significant. No significant differences were obtained in general interests except that a higher frequency of disabled reported not wanting to participate in sports. The greatest amounts of interest were in crafts/fine arts and in social/recreational activities. Implications were drawn for occupational therapy programming to improve confidence in independent living skills by using the subjects' predominant interests.

Effect of startup circuit exercise on derivatives reactive oxygen metabolites, biological antioxidant potential levels and physical fitness of adolescents boys with intellectual disabilities.

PubMed

Kim, Chang-Gyun; Lee, Jin-Seok

2016-10-01

The purpose of this study was to examine the effect of starup circuit exercise program on derivatives reactive oxygen metabolite (d-ROM) and biological antioxidant potential (BAP) levels and physical fitness of adolescents with intellectual disabilities, and to sugesst exercise programs to promote the health and physical development of such adolescents. Twelve students with intellectual disabilities were divided into two groups; circuit exercise group (CE group: n=6; age, 14.83±0.98 years; height, 163.83±5.78 cm; body mass, 67.08±3.32 kg; %Fat, 25.68±2.42), control group (CON group: n=6; age: 15.00±0.63 years; height, 162.33±4.41 cm; body mass, 67.50±3.62 kg; %Fat, 26.96±2.06). The CE group performed the CE program 4 times a week over a 12-week period. The CON group maintained their activities of daily living. The following were measured before and after intervention: physical fitness by before and after the completion of the training programm, and were measured and blood samples were assessed. The results of the study indicate that the 12-week CE program increased significantly physical fitness ( P <0.05). Furthermore, This study proved that the CE program improved physical fitness, and reduced the d-ROM levels, and increased the BAP levels of the adolescents with intellectual disabilities. Therefore, it may enhance the health and physical development of adolescents boys with intellectual disabilities.

Physical Education Experiences at Residential Schools for Students Who Are Blind: A Phenomenological Inquiry

ERIC Educational Resources Information Center

Haegele, Justin A.; Sato, Takahiro; Zhu, Xihe; Avery, Timothy

2017-01-01

Introduction: Recently, researchers have explored the perspectives of those with disabilities to better understand their experiences in physical education. However, little has been done with focusing on those with visual impairments. Utilizing a qualitative interpretive phenomenological analysis framework, the purpose of this study was to examine…

Distance Teaching and the Visually Handicapped: Some New Developments Using Synthetic Speech.

ERIC Educational Resources Information Center

Vincent, A. T.

1983-01-01

Distance education is important for many physically handicapped students where attendance at a conventional institution is not possible, either because of their physical condition or for reasons in common with the nonhandicapped. This paper examines an area of disability, visual handicap, and examines research into the use of microelectronic…

"It's Just the Way It Is..." or Not? How Physical Education Teachers Categorise and Normalise Differences

ERIC Educational Resources Information Center

van Amsterdam, Noortje; Knoppers, Annelies; Claringbould, Inge; Jongmans, Marian

2012-01-01

This article explores how Dutch physical education (PE) teachers discursively construct body differences between students related to gender, (dis)ability and health. Our results show how disciplinary technologies of categorisation and normalisation are embedded in two distinct discourses that our participants used: the discourse of naturalness for…

Implementing IEP or 504 Goals and Objectives into General Physical Education: What Does the Physical Educator Do when a Student with a Disability Has Goals and Objectives that Differ from the Class Goals and Objectives?

ERIC Educational Resources Information Center

Kowalski, Ellen; Lieberman, Lauren; Pucci, Gina; Mulawka, Carin

2005-01-01

Pierre, a second-grade student, has cerebral palsy and uses a wheelchair to ambulate. He is very social and enjoys interaction with his peers. Pierre has a paraeducator named Maria, who is assigned to assist him. His Individualized Education Program (IEP) goals were independence in ambulation, fine motor skills, and flexibility. His special…

Promoting Physical Understanding through Peer Mentoring

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Huesmann, A.; Hooper, E.; Moore, C.; Watson, L.; Trestrail, A.; Weber, J.; Timbie, P.; Jacob, A.

2015-12-01

The Physics Learning Center at the University of Wisconsin-Madison provides a supportive learning community for students studying introductory physics, as well as teaching and leadership experience for undergraduate Peer Mentor Tutors who receive extensive training and supervision. Many of our Peer Tutors were former Physics Learning Center participants. A central goal of the Physics Learning Center is to address achievement/equity gaps (e.g. race, gender, socio-economic status, disability, age, transfer status, etc.) for undergraduate students pursuing majors and coursework in STEM fields. Students meet twice a week in small learning teams of 3-8 students, facilitated by a trained Peer Mentor Tutor or staff member. These active learning teams focus on discussing core physical concepts and practicing problem-solving. The weekly training of the tutors addresses both teaching and mentoring issues in science education such as helping students to build confidence, strategies for assessing student understanding, and fostering a growth mindset. A second weekly training meeting addresses common misconceptions and strategies for teaching specific physics topics. For non-science majors we have a small Peer Mentor Tutor program for Physics in the Arts. We will discuss the Physics Learning Center's approaches to promoting inclusion, understanding, and confidence for both our participants and Peer Mentor Tutors, as well as examples from the geosciences that can be used to illustrate introductory physics concepts.

Disability studies and health care curriculum: the great divide.

PubMed

Hubbard, Sandra

2004-01-01

Models or paradigms of disability are used to guide health care professionals' perceptions so that they can serve people with disabilities, enhance their futures, and facilitate the resources they need. Health care curricula, which in essence train students to make such decisions, are influenced by these models. The medical model, which locates disability within the individual, assumes the individual with a disability is a victim who must be cured or made more normal. The functional-limitation paradigm expands on the medical model, focusing on the interaction of physical or mental limitations with social and environmental factors. The economic model, based on the concept of employability, emphasizes a health-related inability (or limited ability) to work rather than physical functioning of the individual. The sociopolitical model views disability as a policy and civil rights issue. Health care professionals face a dilemma as the disability rights movement demands a shift in social power from the paternalistic view of the medical model to the autonomist view of the sociopolitical model. The question is asked if curricula are preparing our future health care professionals to distinguish how to view each situation and each individual through the lens of the appropriate model.

Sexual Violence and Intimate Partner Violence in College Women with a Mental Health and/or Behavior Disability.

PubMed

Bonomi, Amy; Nichols, Emily; Kammes, Rebecca; Green, Troye

2018-03-01

We address questions about (1) how college women with a disability experience sexual violence (SV) and intimate partner violence (IPV) across partners, including disability-specific abuse and (2) how SV/IPV impacts psychological, behavioral, physical, and academic life domains. Twenty-seven female college students (mean age, 21.2; 66.6% white; 66.6% heterosexual) were randomly sampled from university registrar records. To be eligible for the study, students had to have at least one experience of SV/IPV since age 18 and a disability (88.8% reported one or more mental health conditions; 11.1% reported other conditions, such as attention deficit and hyperactivity disorder; with the majority of women indicating their disability preceded SV/IPV victimization). Using the Centers for Disease Control and Prevention's definitions of SV/IPV as guides, clinically trained master's level interviewers conducted semistructured interviews to ascertain SV/IPV patterns across students' three most recent relationships and related life impacts. SV/IPV was pervasive in college women with a disability, within hookup settings and/or recurring SV/IPV with a long-term partner. For some women, SV spanned multiple abusive partners. For women in relationships marked by chronic abuse, in addition to SV, the relationship dynamic included disability-specific abuse, social isolation, threats/intimidation, and technology-related abuse. For women experiencing SV events within hookup settings, alcohol was a common facilitator, with some abusers using a disability to manipulate a sexual connection. All but one participant reported exacerbated adverse mental health consequences (e.g., depression, anxiety, post-traumatic stress disorder, suicidal ideation/attempts, stress) after victimization. These adverse mental health consequences coincided with adverse behavioral (e.g., becoming less social, avoiding usual study lounge areas on campus), physical (e.g., problems sleeping, bruising, pregnancy concerns, and sexually transmitted disease), and academic outcomes (e.g., skipping and/or dropping class, grades suffering). Our results underscore the need for continued investment in campus programs that improve response to SV/IPV, including prevention programs and support services tailored to the specific needs and vulnerabilities of women with underlying mental health conditions.

Violence against primary school children with disabilities in Uganda: a cross-sectional study.

PubMed

Devries, Karen M; Kyegombe, Nambusi; Zuurmond, Maria; Parkes, Jenny; Child, Jennifer C; Walakira, Eddy J; Naker, Dipak

2014-09-29

150 million children live with disabilities globally, and a recent systematic review found 3 to 4 times the levels of violence versus non-disabled children in high income countries. However, almost nothing is known about violence against disabled children in lower income countries. We aim to explore the prevalence, patterns and risk factors for physical, sexual and emotional violence among disabled children attending primary school in Luwero District, Uganda. We performed a secondary analysis of data from the baseline survey of the Good Schools Study. 3706 children and young adolescents aged 11-14 were randomly sampled from 42 primary schools. Descriptive statistics were computed and logistic regression models fitted. 8.8% of boys and 7.6% of girls reported a disability. Levels of violence against both disabled and non-disabled children were extremely high. Disabled girls report slightly more physical (99.1% vs 94.6%, p = 0.010) and considerably more sexual violence (23.6% vs 12.3%, p = 0.002) than non-disabled girls; for disabled and non-disabled boys, levels are not statistically different. The school environment is one of the main venues at which violence is occurring, but patterns differ by sex. Risk factors for violence are similar between disabled and non-disabled students. In Uganda, disabled girls are at particular risk of violence, notably sexual violence. Schools may be a promising venue for intervention delivery. Further research on the epidemiology and prevention of violence against disabled and non-disabled children in low income countries is urgently needed.

Using a Team Approach to Address Bullying of Students with Asperger's Syndrome in Activity-Based Settings

ERIC Educational Resources Information Center

Biggs, Mary Jo Garcia; Simpson, Cynthia; Gaus, Mark D.

2010-01-01

The rate of bullying among individuals with disabilities is alarming. Because of the social and motor deficiencies that individuals with Asperger's syndrome (AS) often display, they are frequently targets of bullying. The physical education setting often consists of a larger number of students than the typical academic instructional setting. This…

"No Child Left Untested [sic]" Battle or Battle Cry Guiding Research and Practice? Making Research User-Friendly.

ERIC Educational Resources Information Center

Hough, David L.

2003-01-01

Critiques five articles from an online research journal in middle-level education on mathematical problem solving, social inclusion of students with disabilities in physical education, school and dispositional aggression among middle school boys, problem-based learning, and students' views of futuristics. Asserts that embracing the view that all…

[Factors conditioning taking up sport activity by disabled people].

PubMed

Plinta, Ryszard; Sobiecka, Joanna

2002-01-01

The aim of the study was to answer the following questions: What factors determine that disabled people take up systematic sport activity or should make such a decision? What reasons are able to eliminate the handicapped from process of regular going in for sport? Three groups of men participated. The group of disabled sportsmen included 39 subjects, the group of non-active disabled people 36 subjects and the group of able-bodied students 45 subjects. All the involved people answered the questions of the questionnaire, which concerned factors associated with sport activity of the handicapped and their socio-demographic characteristics, among other things. The opportunity of improvement of the health status is the main advantage of the sport for disabled people (53%). The chance of self-testing and sport competition was pointed out by 47% of subjects. The most common reason for taking up sport activity was sport passion (over 50%). The others were: possibility of creating new contacts with people, improvement of the physical condition, chance of self-testing and passing free time (23%). The lack of free time was the factor eliminating from sport activity in the second group (28%). The other problem was the shortage of appropriate clubs, equipment, infrastructure etc. (almost 25%). Students concluded that sport for disabled people aims to improve the mental condition mainly (42%). Quite similar percentage of the group (38%) didn't see any reason that was able to exclude the handicapped from goingin for sport. (1) Not only does active going in for sport improve the physical condition of the handicapped but strengthen them psychically as well. (2) The lack of sport activity in disabled people is to a high degree a result of low number of sport clubs, organisations, buildings as well as presence of architectural barriers.

Educating Physical Therapist Students in Tobacco Cessation Counseling: Feasibility and Preliminary Outcomes.

PubMed

Pignataro, Rose M; Gurka, Matthew; Jones, Dina L; Kershner, Ruth E; Ohtake, Patricia J; Stauber, William; Swisher, Anne K

2015-09-01

Smoking is the leading preventable cause of chronic disease and premature morbidity. People with physical disabilities experience elevated smoking prevalence when compared with their non-disabled peers. The physical therapy profession is dedicated to meeting needs of people with physical disabilities, yet most physical therapists (PT) do not typically provide tobacco cessation interventions. Similar deficits exist among other health professions, creating a demand for improved services to address smoking-related health burdens. Within other health professions, insufficient tobacco cessation counseling (TCC) education has been linked to a lack of interventions and may account for similar deficits in physical therapy practice. Goals were to assess feasibility, implementation, and results of a tailored TCC educational program for entry-level physical therapist (PT) students. Two cohorts of entry-level physical therapist (PT) students (n = 12 and n = 17). Educational objectives were established based on prior review of the literature, a survey of national PT education programs, and clinical guidelines for TCC established by the United States Public Health Service (USPHS). Based on these objectives, the team designed a 3-hour workshop involving didactic content and problem-based skills practice. A pre- and post-test survey was used to measure 6 dimensions: knowledge, perceived barriers, perceived facilitators, self-efficacy, outcome expectations, and self-rated skill in TCC. Within each cohort, changes in score were compared using a paired t test. The ability to apply clinical guidelines for TCC was assessed using case scenarios and structured observation. These outcomes were selected based on the Theory of Reasoned Action, which states that future behavior is determined by intention to act. Intention to act is a product of knowledge, a positive balance between perceived barriers and facilitators, strong self-efficacy, favorable outcome expectations, and necessary skills. Student satisfaction with training was assessed through anonymous written feedback. Feasibility was based on cost analysis, including material resources, as well as faculty time and effort. Following participation, both cohorts improved in knowledge, perceived facilitators, outcome expectations, and self-rated skill. Cohort 2 also showed an increase in self-efficacy ( P < .01). Structured observation revealed competencies in application of clinical guidelines for case-based scenarios. Mean student satisfaction ratings for the educational experience were 5/5, and cost-estimate for delivery of the 3-hour educational intervention was approximately $32 per student. This research study demonstrated feasibility and impact of an evidence-based curricular model designed to increase likelihood of TCC by future PTs by enhancing factors known to promote TCC behaviors. The program was well-received by students, and objectives were achieved through efficient use of faculty time and resources. Subsequent research should examine the effects of training on the provision of TCC within clinical settings, as well as the impact of TCC on smoking quit rates for patients who have received this intervention as a component of their physical therapy plan of care.

Pre-Service Physical Education Teachers and Inclusive Education: Attitudes, Concerns and Perceived Skill Needs

ERIC Educational Resources Information Center

Mangope, Boitumelo; Mannathoko, Magdeline C.; Kuyini, Ahmed Bawa

2013-01-01

The purpose of this study is to ascertain Botswana physical education (PE) student teachers' attitudes toward the inclusion of children with disabilities in the general education classrooms and also to identify their concerns and perceived skill needs with regards to inclusion. A two-part questionnaire consisting of background variables and…

An exploratory study on attitudes toward inclusive education in Russia.

PubMed

Martz, Erin

2005-06-01

This exploratory study examined the attitudes toward inclusive education among Russian teachers, administrators and parents of students with and without disabilities (n=176). The results indicated that while there were no significant differences among teachers, administrators and parents of students with and without disabilities on overall attitudes toward inclusive education, there were significant differences in perspectives about the possible time-frame for implementing inclusive education. Generally speaking, school administrators and teachers tended to express the belief that inclusive education could be a reality even today, though many of this group thought that it might be a question of the near future or undefined future. Both groups of parents tended to think that inclusive education could occur in an undefined future. There were significant differences among the three groups about perceptions of responsibility for implementing inclusive education. Administrators, teachers and parents of students with disabilities viewed it as a responsibility of the school, while parents of students without disabilities viewed it as the government's duty. Further, the majority of respondents reported the lack of necessary conditions in schools and the lack of government policies and finances as the main barriers to inclusive education. These findings suggest two areas of intervention to promote the implementation of inclusive education in Russia: physical accessibility of schools and government support.

The detrimental effects of physical restraint as a consequence for inappropriate classroom behavior.

PubMed

Magee, S K; Ellis, J

2001-01-01

Functional analyses produced inconclusive results regarding variables that maintained problem behavior for 2 students with developmental disabilities. Procedures were modified to include a contingent physical restraint condition based on in-class observations. Results indicated that tinder conditions in which physical restraint (i.e., basket-hold timeout) was applied contingent on problem behavior, rates of these behaviors increased across sessions for both subjects. Implications for the use of physical restraint in the classroom are discussed.

Empowering Students in Transition.

PubMed

Sullivan, Ann-Catherine

2016-01-01

The purpose of this study was to (a) identify potential benefits for students with disabilities taking part in a physical activity program with same-age typical peers on a Midwest university campus and (b) to determine if the program impacted the students with disabilities empowerment. Empowerment theory was used to determine how transition students' attitudes change over the course of the semester while participating in a workout buddy program with same-age college peers. The program was structured to provide a sense of empowerment to students to make their own decisions and learn for themselves so they do not feel a lack of power in their lives. This study implemented elements of a quantitative design but a majority utilized a qualitative design based on the assumptions of the Interpretivist paradigm. The quantitative design elements focused on the analysis of two questionnaires: Sports Questionnaire and the Perceived Control Scale Questionnaire. The analysis of the focus group data revealed the following themes as positive effects of the intervention: positive effect on empowerment, how happy the program made the students, what benefits the students gained from the program, the student's familiarity with university students, and the environment, and, lastly, the students ability to ask for assistance when need. Findings from the study determined that the empowerment of the students with disabilities was impacted while participating in the program. In general, the findings of gaining empowerment were similar to previous studies in that students with disabilities are able to gain empowerment from participation in fitness and recreation programs. The researcher noted during focus groups that some of the Best of Both Worlds (BOBW) students were not confident in starting conversations with their university peers. Although the BOBW students felt a sense of losing empowerment with this specific instance, there was an overall positive impact on the BOBW students' empowerment. By giving the students the opportunity to participate and socialize with peers of their own age at a college setting, they were able to gain a sense of empowerment in their own life.

Coteaching in physical education: a strategy for inclusive practice.

PubMed

Grenier, Michelle A

2011-04-01

Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers' coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and documents were collected and a constant comparative approach was used in the analysis that adopted a social model framework. Primary themes included community as the cornerstone for student learning, core values of trust and respect, and creating a natural support structure. Coteaching practices existed because of the shared values of teaching, learning, and the belief that all students should be included. Recommendations include shifting orientations within professional preparation programs to account for the social model of disability.

Cognitive and affective empathy among adolescent siblings of children with a physical disability.

PubMed

Perenc, Lidia; Pęczkowski, Ryszard

2018-01-01

This study is a continuation of research on possible psychosocial benefits resulting from exposure to sibling with disability present in the family system. The issue seems to be especially important in Poland because of growing number of children with a disability and inconsistent results of previously performed studies. The main aim of this study was to examine the differences in the intensity of cognitive and affective empathy in adolescents who either have or do not have siblings with physical disability. The authors hypothesized that the increased exposure to individual with disability should result in positive attitude towards such people and this tendency should be manifested in elevated empathy and compassion. The study was carried out between September and November 2016. To meet the goals set to the study, a sample of 292 students from public middle and high schools were assessed using self-report demographic questionnaire and measure of empathy (IRI). The participants were between 13 and 19 years old. Among them 128 had a disabled sibling (Group T) and 164 constituted a comparative group (Group C). Interpretation of results is based on descriptive statistics. Participants having a disabled sibling showed significantly higher scores related both to cognitive and affective empathy. Some significant differences were also noted in relation to participants' gender and age. Exposure to individuals with physical disability in family context may facilitate development of positive psychosocial traits including elevated empathy and compassion in nondisabled siblings. Data analysis also showed significantly greater empathic and altruistic tendencies in females that in males. Copyright © 2017 Elsevier Inc. All rights reserved.

Assessing the Educational Effectiveness of Films of Chemical Experiments for Educating Deaf-Mute Junior High and High School Students

ERIC Educational Resources Information Center

Jagodzinski, Piotr; Wolski, Robert

2012-01-01

Experimentation plays an important role in chemical education. It is the key to understanding and confirming the laws of nature. Students with physical disabilities face obstacles in laboratory activities related, among other things, to problems with understanding of many laws and theories. For this reason, the authors pay particular attention to…

[Teaching skills of functional assessment to medical students: why not playing games?].

PubMed

Huber, Philippe; Saber, Abdelmalek; Schnellmann, Yves; Gold, Gabriel

2012-11-07

Today, physicians take care of an aging population suffering from multiple chronic diseases and disabilities. Therefore, a good knowledge of functional assessment is required, and this topic should be addressed in the undergraduate medical curriculum. This article reports our experience with a seminar on functional assessment using an "aging game" as a pedagogic vector. This seminar is organized by geriatricians, occupational therapists and physical therapists. Medical students are exposed to situations where they experiment disabilities and try to elaborate compensatory strategies. Then, they reflect on a complex discharge project by analyzing a written clinical case. Finally, they are introduced to the use of validated functional assessment instruments. Evaluation indicated that this pedagogic approach is highly valued by students and fosters the acquisition of knowledge in functional assessment.

Attitudes toward Adults with Intellectual Disability: A Survey of Ontario Occupational and Physical Therapy Students.

PubMed

Vermeltfoort, Kayla; Staruszkiewicz, Anna; Anselm, Katherine; Badnjevic, Alma; Burton, Kristin; Switzer-McIntyre, Sharon; Yeung, Euson; Balogh, Robert

2014-01-01

To examine attitudes of students in Ontario master's degree programmes in occupational therapy (MScOT) and physical therapy (MScPT) toward adults with intellectual disability (ID). A quantitative cross-sectional survey study was conducted. An electronic questionnaire was distributed to 1,255 MScOT/PT students at five Ontario universities via email, using a modified Dillman approach. Descriptive statistics were used to describe experiences, attitudes, willingness, and preparedness. Overall response rate was 17.9%. A total of 96.0% of respondents felt "quite" or "very willing" to deliver rehabilitation to adults with ID; however, 50.7% of respondents felt "not at all prepared" or "a little prepared" to interact with this population in a clinical setting. Of those who felt unprepared, 75.4% reported it to be due to inadequate knowledge. In addition, Ontario MScOT/PT students have neutral attitudes toward adults with ID. While many MScOT/PT students are willing to deliver rehabilitation to adults with ID, a large proportion do not feel adequately prepared to interact with this population in a clinical setting. These findings could inform future research and curricular reform in the rehabilitation professions so that future clinicians are better prepared to provide support for this population.

Attitudes toward Adults with Intellectual Disability: A Survey of Ontario Occupational and Physical Therapy Students

PubMed Central

Vermeltfoort, Kayla; Staruszkiewicz, Anna; Anselm, Katherine; Badnjevic, Alma; Burton, Kristin; Switzer-McIntyre, Sharon; Yeung, Euson

2014-01-01

ABSTRACT Purpose: To examine attitudes of students in Ontario master's degree programmes in occupational therapy (MScOT) and physical therapy (MScPT) toward adults with intellectual disability (ID). Methods: A quantitative cross-sectional survey study was conducted. An electronic questionnaire was distributed to 1,255 MScOT/PT students at five Ontario universities via email, using a modified Dillman approach. Descriptive statistics were used to describe experiences, attitudes, willingness, and preparedness. Results: Overall response rate was 17.9%. A total of 96.0% of respondents felt “quite” or “very willing” to deliver rehabilitation to adults with ID; however, 50.7% of respondents felt “not at all prepared” or “a little prepared” to interact with this population in a clinical setting. Of those who felt unprepared, 75.4% reported it to be due to inadequate knowledge. In addition, Ontario MScOT/PT students have neutral attitudes toward adults with ID. Conclusions: While many MScOT/PT students are willing to deliver rehabilitation to adults with ID, a large proportion do not feel adequately prepared to interact with this population in a clinical setting. These findings could inform future research and curricular reform in the rehabilitation professions so that future clinicians are better prepared to provide support for this population. PMID:24799749

Adapted Physical Education Service Approaches and the Effects on the Perceived Efficacy Beliefs of General Physical Education Teachers

ERIC Educational Resources Information Center

Umhoefer, Donna L.; Vargas, Tiffanye M.; Beyer, Robbi

2015-01-01

The purpose of this study was to determine what effect the type of APE service approach had on GPE teachers' efficacy when working with students with disabilities. The three approaches of APE service delivery chosen for the study were (a) consultation, (b) itinerant, and (c) collaborative. Results indicate significant differences between levels of…

Special Olympics in Korea and its application as a regular curriculum in the Korean special schools for social rehabilitation.

PubMed

Kim, Kihong

2015-08-01

The purpose of this study was to apply Special Olympics (SO) movement and its curricula events to the social rehabilitation of the students with intellectual disabilities in Korean special school. SO is the sport organization for the people with intellectual disabilities enjoyed by the athletes more than 4.4 million in 170 countries. The role of SO has been expanded and its value was increased in effecting social change and promoting social contact between the people with intellectual disabilities and the individuals without disabilities. Many researchers proved the effects of SO program for the individuals with intellectual disabilities to become physically and mentally appropriately fit to the society, therefore, those programs could be the educational resources in Korean special school.

Special Olympics in Korea and its application as a regular curriculum in the Korean special schools for social rehabilitation

PubMed Central

Kim, Kihong

2015-01-01

The purpose of this study was to apply Special Olympics (SO) movement and its curricula events to the social rehabilitation of the students with intellectual disabilities in Korean special school. SO is the sport organization for the people with intellectual disabilities enjoyed by the athletes more than 4.4 million in 170 countries. The role of SO has been expanded and its value was increased in effecting social change and promoting social contact between the people with intellectual disabilities and the individuals without disabilities. Many researchers proved the effects of SO program for the individuals with intellectual disabilities to become physically and mentally appropriately fit to the society, therefore, those programs could be the educational resources in Korean special school. PMID:26331131

Deaf/hard-of-hearing and other postsecondary learners' retention of STEM content with tablet computer-based notes.

PubMed

Stinson, Michael S; Elliot, Lisa B; Easton, Donna

2014-04-01

Four groups of postsecondary students, 25 who were deaf/hard of hearing (D/HH), 25 with a learning disability, 25 who were English language learners (ELLs), and 25 without an identified disability studied notes that included text and graphical information based on a physics or a marine biology lecture. The latter 3 groups were normally hearing. All groups had higher scores on post- than on pretests for each lecture, with each group showing generally similar gains in amount of material learned from the pretest to the posttest. For each lecture, the D/HH students scored lower on the pre- and posttests than the other 3 groups of participants. Results indicated that students acquired measurable amounts of information from studying these types of notes for relatively short periods and that the notes have equal potential to support the acquisition of information by each of these groups of students.

A community-based, interdisciplinary rehabilitation engineering course.

PubMed

Lundy, Mary; Aceros, Juan

2016-08-01

A novel, community-based course was created through collaboration between the School of Engineering and the Physical Therapy program at the University of North Florida. This course offers a hands-on, interdisciplinary training experience for undergraduate engineering students through team-based design projects where engineering students are partnered with physical therapy students. Students learn the process of design, fabrication and testing of low-tech and high-tech rehabilitation technology for children with disabilities, and are exposed to a clinical experience under the guidance of licensed therapists. This course was taught in two consecutive years and pre-test/post-test data evaluating the impact of this interprofessional education experience on the students is presented using the Public Service Motivation Scale, Civic Actions Scale, Civic Attitudes Scale, and the Interprofessional Socialization and Valuing Scale.

Granting Each Equal Access.

ERIC Educational Resources Information Center

Walling, Linda Lucas

1992-01-01

Summarizes federal legislation regarding equal access for students with disabilities and discusses environmental barriers to accessibility in the library media center. Solutions to these design problems are suggested in the following areas: material formats and space requirements; the physical setting, including furniture, floor coverings,…

The Physics Learning Center at the University of Wisconsin-Madison

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L. E.; Hooper, E.; Huesmann, A.; Schenker, B.; Timbie, P.; Rzchowski, M.

2013-03-01

The Physics Learning Center at the University of Wisconsin-Madison provides academic support and small-group supplemental instruction to students studying introductory algebra-based and calculus-based physics. These classes are gateway courses for majors in the biological and physical sciences, pre-health fields, engineering, and secondary science education. The Physics Learning Center offers supplemental instruction groups twice weekly where students can discuss concepts and practice with problem-solving techniques. The Center also provides students with access on-line resources that stress conceptual understanding, and to exam review sessions. Participants in our program include returning adults, people from historically underrepresented racial/ethnic groups, students from families in lower-income circumstances, students in the first generation of their family to attend college, transfer students, veterans, and people with disabilities, all of whom might feel isolated in their large introductory course and thus have a more difficult time finding study partners. We also work with students potentially at-risk for having academic difficulty (due to factors academic probation, weak math background, low first exam score, or no high school physics). A second mission of the Physics Learning Center is to provide teacher training and leadership experience for undergraduate Peer Mentor Tutors. These Peer Tutors lead the majority of the weekly group sessions in close supervision by PLC staff members. We will describe our work to support students in the Physics Learning Center, including our teacher-training program for our undergraduate Peer Mentor Tutors

Mental health and professional help-seeking among college students with disabilities.

PubMed

Coduti, Wendy A; Hayes, Jeffrey A; Locke, Benjamin D; Youn, Soo Jeong

2016-08-01

Research has demonstrated that providing appropriate supports and services on campus can improve both mental health and academic outcomes for students with disabilities (Emerson, Honey, Madden, & Llewellyn, 2009; Stumbo, Martin, & Hedrick, 2009), but little is known about the specific mental health needs of this population. The purpose of this exploratory study, therefore, was to identify the mental health needs of college students with various types of disabilities. Researchers analyzed data, collected by the Center for Collegiate Mental Health, of 5,696 students with, and without, disabilities who utilized counseling services on campuses in the 2013-14 academic year. A nonclinical (students not in counseling) sample of 1,620 students with, and without, disabilities was also explored. Compared to students without disabilities, students with disabilities report more anxiety and academic-related distress, as well as higher rates of suicide ideation, suicide attempts, and nonsuicidal self-injury among both students in counseling and not in counseling. Although in certain areas students with disabilities show similar levels of distress as students without disabilities, students with disabilities have higher levels of distress in areas which could impact their academic success. Self-harming tendencies are higher for students with disabilities overall, but more so for specific disability types. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A Qualitative Investigation of the Motivation of College Students with Nonvisible Disabilities to Utilize Disability Services

ERIC Educational Resources Information Center

O'Shea, Amber; Meyer, Rachel H.

2016-01-01

Students with disabilities experience unique challenges in college. Whereas universities offer support services to students with disabilities, students typically must disclose their disability in order to utilize such services. One important distinction regarding the disclosure of disabilities concerns the visibility of the disability, as students…

Training Undergraduate Physics Peer Tutors

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2004-05-01

The University of Wisconsin's Physics Peer Mentor Tutor Program matches upper level undergraduate physics students in small study groups with students studying introductory algebra-based physics. We work with students who are potentially at-risk for having academic trouble with the course. They include students with a low exam score, learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students from groups under represented in the sciences and who may be feeling isolated or marginal on campus such as minority, returning adult, and international students. The tutors provide a supportive learning environment, extra practice problems, and an overview of key concepts. In so doing, they help our students to build confidence and problem solving skills applicable to physics and other areas of their academic careers. The Physics Peer Mentor Tutor Program is modeled after a similar program for chemistry created by the University of Wisconsin's Chemistry Learning Center. Both programs are now run in collaboration. The tutors are chosen for their academic strength and excellent communication skills. Our tutors are majoring in physics, math, and secondary-level science education. The tutors receive ongoing training and supervision throughout the year. They attend weekly discipline-specific meetings to discuss strategies for teaching the content currently being discussed in the physics course. They also participate in a weekly teaching seminar with science tutors from chemistry and biochemistry to discuss teaching methods, mentoring, and general information relating to the students with whom we work. We will describe an overview of the Physics Peer Mentor Tutor Program with a focus on the teacher training program for our undergraduate tutors.

Course Completion and Attainment in Disabled Students Taking Courses with the Open University UK

ERIC Educational Resources Information Center

Richardson, John T. E.

2010-01-01

This investigation compared outcomes in disabled and non-disabled students taking courses by distance learning with the Open University UK in 2003. Students with mental health difficulties showed poorer course completion than non-disabled students. Students with restricted mobility and students with other disabilities showed lower pass rates than…

PREvention STudy On preventing or reducing disability from musculoskeletal complaints in music school students (PRESTO): protocol of a randomised controlled trial.

PubMed

Baadjou, Vera A E; Verbunt, Jeanine A M C F; Eijsden-Besseling, Marjon D F van; Samama-Polak, Ans L W; Bie, Rob A D E; Smeets, Rob J E M

2014-12-01

Up to 87% of professional musicians develop work-related complaints of the musculoskeletal system during their careers. Music school students are at specific risk for developing musculoskeletal complaints and disabilities. This study aims to evaluate the effectiveness of a biopsychosocial prevention program to prevent or reduce disabilities from playing-related musculoskeletal disorders. Secondary objectives are evaluation of cost-effectiveness and feasibility. Healthy, first or second year students (n=150) will be asked to participate in a multicentre, single-blinded, parallel-group randomised controlled trial. Students randomised to the intervention group (n=75) will participate in a biopsychosocial prevention program that addresses playing-related health problems and provides postural training according to the Mensendieck or Cesar methods of postural exercise therapy, while incorporating aspects from behavioural change theories. A control group (n=75) will participate in a program that stimulates a healthy physical activity level using a pedometer, which conforms to international recommendations. No long-term effects are expected from this control intervention. Total follow-up duration is two years. The primary outcome measure is disability (Disabilities of Arm, Shoulder and Hand questionnaire). The secondary outcome measures are pain, quality of life and changes in health behaviour. Multilevel mixed-effect logistic or linear regression analyses will be performed to analyse the effects of the program on the aforementioned outcome measurements. Furthermore, cost-effectiveness, cost-utility and feasibility will be analysed. It is believed that this is the first comprehensive randomised controlled trial on the effect and rationale of a biopsychosocial prevention program for music students. Copyright © 2014 Australian Physiotherapy Association. Published by Elsevier B.V. All rights reserved.

Key characteristics of low back pain and disability in college-aged adults: a pilot study.

PubMed

Handrakis, John P; Friel, Karen; Hoeffner, Frank; Akinkunle, Ola; Genova, Vito; Isakov, Edward; Mathew, Jerrill; Vitulli, Frank

2012-07-01

To identify which factors commonly associated with low back pain (LBP) and disability differ between college-aged persons with LBP and with no or minimal LBP. Clinical measurement, observational study. Subjects were assessed for LBP with the visual analog scale (VAS) and for disability from LBP using the Oswestry Disability Index (ODI). Subjects were measured for variables commonly associated with LBP and were grouped by both VAS (minimum [min]/no pain, pain) and ODI (no disability, disability) scores. College campus at a university. A convenience sample (N=84) of English-speaking students (34 men, 50 women) between 18 and 30 years of age. Not applicable. Sports activity (sports activity score of the Baecke Physical Activity Questionnaire), depression, hamstring and hip flexor range of motion, low back extensor endurance, abdominal strength and endurance. A significant main effect of group was found for both pain (P=.019) and disability groups (P=.006). The min/no pain and pain groups differed in back endurance (114.2±38.8s vs 94.5±44.5s, respectively; P=.04). The no disability and disability groups differed in back endurance (116.3±35.9s vs 97.1±45.7s, respectively; P=.03) and the sports activity score of the Baecke Physical Activity Questionnaire (2.98±.95 vs 2.48±.85, respectively; P=.01). Subjects with hyperkyphotic postures compared with the normative thoracic group had higher depression scores (49 vs 38.5, respectively; P=.03) and less hamstring flexibility (30.5 vs 49.9, respectively; P<.001). Back extensor endurance was consistently different between both the pain and disability groups. Addressing limited low back extensor endurance and low levels of physical activity in young adults may have clinical relevance for the prevention and treatment of LBP and disability. Copyright © 2012 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Recipe for Burnout: The Special Education Teachers' Diet.

ERIC Educational Resources Information Center

Bradfield, Robert H.; Fones, Donald M.

1984-01-01

Computerized diet analysis of 41 teachers of learning disabled students revealed deficiencies in carbohydrate, fiber, and micronutrient intake and excessive fat and protein intake. Findings suggested that poor dietary habits may make Ss more susceptible to emotional stress and physical illness. (CL)

Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School

PubMed Central

Wei, Xin; Wagner, Mary; Christiano, Elizabeth R.A.; Shattuck, Paul; Yu, Jennifer W.

2014-01-01

Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates. PMID:25419002

Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School.

PubMed

Wei, Xin; Wagner, Mary; Christiano, Elizabeth R A; Shattuck, Paul; Yu, Jennifer W

2014-11-01

Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates.

Supporting the whole student: Inclusive program design for making undergraduate research experiences accessible

NASA Astrophysics Data System (ADS)

Haacker-Santos, R.; Allen, L.; Batchelor, R. L.

2013-12-01

As undergraduate research experiences have become an unofficial pre-requisite to enter graduate school programs in the sciences, we have to make sure that these experiences are inclusive and accessible to all students. Program managers who make a conscious effort to recruit students from traditionally under-represented groups, including veterans, non-traditional students or students with disabilities, are often unaware of the financial and program implications these students require, and discover that their current program design might inadvertently exclude or not fully support these students. The SOARS Program, an undergraduate-to-graduate bridge program in the atmospheric sciences, has supported this group of students for over 15 years. We have found that we needed to adjust some program elements and secure extra funding sources to holistically support our students in their research experience, however, the program and the students have reaped tremendous benefits. Involving non-traditional students or veterans in our program has raised the maturity level and problem solving skills of the group, and having students with disabilities participate has been a vehicle for broadening perspective and diverse knowledge into the field of study, e.g. researching weather and climate beyond what you can 'see'. This presentation will highlight some of the findings from the SOARS program experience, and will share practices for recruitment and holistic support to ensure student success. We will share resources and tips on inclusive program design, including working with students with family commitments or physical disabilities, and will report on the enormous program benefits and peer learning these students have brought to the student cohorts and research labs they are working in.

East Tennessee State University Faculty Attitudes and Student Perceptions in Providing Accommodations to Students with Disabilities

ERIC Educational Resources Information Center

Byrd, Terre Davenia Michelle

2010-01-01

The purpose of this study was to determine ETSU faculty attitudes and student perceptions in providing academic accommodations to students with disabilities. Participants of the study were ETSU students with disabilities who are registered with the Disabilities Services office and faculty members of ETSU. Students with disabilities were…

Athletic Training Students With Disabilities: A Survey of Entry-Level Education Programs

PubMed Central

Newsham, Katherine R

2006-01-01

Context: The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 created and expanded protection for people with disabilities. Objective: To identify the proportion of students with disabilities enrolled in entry-level athletic training education programs (ATEPs), to examine the nature of the disabilities reported by these students, and to assess the number of ATEPs with policies (beyond technical standards) for admitting students with disabilities. Design: I distributed a survey via e-mail and the US Postal Service. The survey instrument was adapted from a tool used in similar research on medical education programs. Setting: Entry-level ATEPs. Patients or Other Participants: The survey was distributed to program directors at 292 Commission on Accreditation of Allied Health Education Program–accredited entry-level ATEPs. Main Outcome Measure(s): Using frequency analysis, I determined the rate at which students with disabilities enrolled in entry-level ATEPs and the types of disabilities represented. Disabilities represented in the study were related to learning, auditory, visual, emotional, orthopaedic, mobility, and motor skill impairments. Results: Of the 283 surveys delivered, 105 (37%) were completed and returned. A total of 70% of respondents reported enrollment of students with disabilities in their ATEPs. The number of students with disabilities in entry-level ATEPs increased during the 4-year period of this study, and the proportion of students with disabilities has also increased annually (from 1.8% to 2.6%). The most common type of impairment was a learning disability, accounting for more than 80% of all disabilities reported. Fewer than 10% of the ATEPs had a specific enrollment policy for students with disabilities. Conclusions: The number of students with disabilities in entry-level ATEPs is increasing, yet this figure is well below the 9% reported for the general student population. Most institutions rely on technical standards or student disability officers to determine if a student with a disability is otherwise qualified for selection into the ATEP. PMID:17273466

Motor proficiency differences among students with intellectual disabilities, autism, and developmental disability

PubMed Central

Jeoung, Bogja

2018-01-01

There is considerable overlap in the manifestations of intellectual disability, autism, and developmental disability. We aimed to determine whether students with such disabilities have differences in their motor proficiency. We compared the motor proficiency of 82 students (age, 11 to 20 years) with different severities of intellectual disability (borderline, 11 students; mild, 27 students; moderate, 19 students), developmental disability (15 students), or autism (10 students). The Bruininks-Oseretsky Test of Motor Proficiency, Second edition was used to assess motor skills. The data were analyzed using descriptive statistics, independent t-tests, and analysis of variance. Compared to students with borderline intellectual disabilities, mild intellectual disabilities, or autism, those with moderate intellectual disabilities scored significantly lower on al-most all items regarding motor skill on the Bruininks-Oseretsky Test of Motor Proficiency. The results of this study provide key information for developing exercise programs to improve the motor proficiency and quality of life of children with various developmental disorders. PMID:29740563

Motor proficiency differences among students with intellectual disabilities, autism, and developmental disability.

PubMed

Jeoung, Bogja

2018-04-01

There is considerable overlap in the manifestations of intellectual disability, autism, and developmental disability. We aimed to determine whether students with such disabilities have differences in their motor proficiency. We compared the motor proficiency of 82 students (age, 11 to 20 years) with different severities of intellectual disability (borderline, 11 students; mild, 27 students; moderate, 19 students), developmental disability (15 students), or autism (10 students). The Bruininks-Oseretsky Test of Motor Proficiency, Second edition was used to assess motor skills. The data were analyzed using descriptive statistics, independent t -tests, and analysis of variance. Compared to students with borderline intellectual disabilities, mild intellectual disabilities, or autism, those with moderate intellectual disabilities scored significantly lower on al-most all items regarding motor skill on the Bruininks-Oseretsky Test of Motor Proficiency. The results of this study provide key information for developing exercise programs to improve the motor proficiency and quality of life of children with various developmental disorders.

Care needs of children with disabilities - Use of the Pediatric Evaluation of Disability Inventory

PubMed Central

Teles, Fernanda Moreira; Resegue, Rosa; Puccini, Rosana Fiorini

2016-01-01

Abstract Objective: To describe the care needs reported by caregivers of children with disabilities going through the school inclusion process using the Pediatric Evaluation of Disability Inventory. Methods: Cross-sectional study with 181 children aged 7-10 years with physical or mental disabilities, undergoing the inclusion process in elementary school in 2007. Location: 31 schools of the Regional Education Board-District of Penha, East Side the city of São Paulo. The children's care needs according to the caregivers were assessed in three areas-self-care, mobility and social function, using the Pediatric Evaluation of Disability Inventory, according to the following score: 5, Independent; 4, Supervision; 3, Minimum Assistance; 2, Moderate Assistance; 1, Maximum Assistance and 0, Total Assistance. For statistical analysis, we used Student's t-test and analysis of variance (ANOVA), with p<0.05 being statistically significant. Results: The lower means, with statistically significant differences, were observed for the items related to social function (55.8-72.0), followed by self-care functions (56.0-96.5); for all types of disabilities, except for children with physical disabilities, who had lower means for self-care (56.0) and mobility (63.8). Conclusions: Social function was the area referred to as the one that needed a higher degree of assistance from the caregiver and the Pediatric Evaluation of Disability Inventory is a tool that can help identify these needs and develop a more targeted intervention. PMID:27080218

How we treat our own: the experiences and characteristics of psychology trainees with disabilities.

PubMed

Lund, Emily M; Andrews, Erin E; Holt, Judith M

2014-11-01

To better understand the characteristics and experiences of psychologists and trainees with disabilities. An invitation to participate in a survey of psychologists and psychology trainees with disabilities was sent to professional listservs related to psychology and/or disability. Fifty-six trainees and psychologists with doctoral training in clinical, counseling, school, or rehabilitation psychology completed the survey. Over half (57.1%) were practicing psychologists and 42.9% were current trainees. The most commonly reported disabilities were physical, sensory, and chronic health. The majority of the participants reported experiencing disability-related discrimination during their training, and less than one third had received mentorship from psychologists with disabilities. Less than half of respondents disclosed their disability to a university disability services office, and many relied on informal accommodations alone. Most participants did not disclose their disability during the graduate school, internship, or postdoctoral application processes. Professional psychology programs and training sites should work to remove barriers and provide support for trainees with disabilities, especially during preinternship doctoral training. Programs should not expect disability services offices to provide all support for students with disabilities, especially support related to clinical training. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

78 FR 12219 - Excepted Service-Appointment of Persons With Intellectual Disabilities, Severe Physical...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-22

... Intellectual Disabilities, Severe Physical Disabilities, and Psychiatric Disabilities AGENCY: U.S. Office of... physical disabilities, and psychiatric disabilities. The regulation removes an unnecessary burden for these... appointment of people with mental retardation, severe physical disabilities, and psychiatric disabilities. As...

Polymer-Based Nanocomposites: An Internship Program for Deaf and Hard of Hearing Students

NASA Astrophysics Data System (ADS)

Cebe, Peggy; Cherdack, Daniel; Seyhan Ince-Gunduz, B.; Guertin, Robert; Haas, Terry; Valluzzi, Regina

2007-03-01

We report on our summer internship program in Polymer-Based Nanocomposites, for deaf and hard of hearing undergraduates who engage in classroom and laboratory research work in polymer physics. The unique attributes of this program are its emphasis on: 1. Teamwork; 2. Performance of a start-to-finish research project; 3. Physics of materials approach; and 4. Diversity. Students of all disability levels have participated in this program, including students who neither hear nor voice. The classroom and laboratory components address the materials chemistry and physics of polymer-based nanocomposites, crystallization and melting of polymers, the interaction of X-rays and light with polymers, mechanical properties of polymers, and the connection between thermal processing, structure, and ultimate properties of polymers. A set of Best Practices is developed for accommodating deaf and hard of hearing students into the laboratory setting. The goal is to bring deaf and hard of hearing students into the larger scientific community as professionals, by providing positive scientific experiences at a formative time in their educational lives.

Perceptual Geography through Urban Trails.

ERIC Educational Resources Information Center

Dove, Jane

1997-01-01

Describes a project whereby geography students were charged with designing an urban trail (city walk with informational markers) that would accommodate specific groups. Chosen groups included people with physical disabilities, 10-year olds, and those interested in local street art. Discusses the cognitive, psychomotor, and affective objectives of…

Assessment: Special Education Tests. A Handbook for Parents and Professionals.

ERIC Educational Resources Information Center

Hosterman, E. Jean, Ed.

The handbook reviews approximately 150 educational tests and their uses within the total process of educational assessment for students who have academic difficulty because of mental retardation; learning disabilities; physical handicaps; emotional, sensory, and social disorders; other health impairments; and related problems. Introductory…

Special Needs Program Review Profile.

ERIC Educational Resources Information Center

Baine, David

This document provides a comprehensive list of best practices associated with effective and efficient programs for students with various disabilities: social/behavioral, sensory, physical, and cognitive and/or communicative. It is intended to assist in the design and implementation of least intrusive, chronologically age-appropriate, gender and…

Supporting Learners with Cognitive Impairments in Online Environments

ERIC Educational Resources Information Center

Grabinger, R. Scott; Aplin, Cary; Ponnappa-Brenner, Gitanjali

2008-01-01

Educational Technology;Technology Integration;The field of education now faces an increasingly diverse student body that includes English as second language speakers, those with physical as well as psychiatric disabilities, and multiple representations of races, ethnicities, and religions. Traditionally, postsecondary faculty have thought of…

Impact of oral conditions on the quality of life of secondary schoolchildren in Nigeria.

PubMed

Oziegbe, Elizabeth O; Esan, Temitope A; Adesina, Bola A

2012-01-01

Oral health problems have been increasingly recognized as important factors causing a negative impact on daily performance and quality of life. The purpose of this study was to assess the impact of tooth extraction with no replacement, untreated fractured anterior teeth, malocclusion, dental restorations, and orthodontic braces on the quality of life in Nigerian schoolchildren. A total of 197 9- to 17-year-old schoolchildren completed the Oral Health Impact Profile (OHIP) index/questionnaire. Students who had tooth extraction with no replacement and untreated fractured incisors had significantly higher mean OHIP scores for functional limitations, physical pain, psychological discomfort, physical, psychological, and social disabilities, and handicaps (P<.001) when compared to other groups and the control. The mean OHIP scores of students with features of malocclusion were significantly higher for functional limitations, psychological discomfort, and psychological disability compared to the control group (P<.001). Untreated dental problems had some negative impact on the quality of life on the 7 subscales of the OHIP.

Training Manual for School Bus Drivers Transporting the Handicapped. [A Resource Manual for the Development and Evaluation of Special Programs for Exceptional Students, Volume IV-A].

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Bureau of Education for Exceptional Students.

One of a series designed to help Florida school districts provide special programs for exceptional children, the training packet is intended to be used in a 2-day training session for school bus drivers who transport handicapped students. The manual includes a brief introduction to five disability areas (physical impairments, visual impairments,…

Deriving Accessible Science Books for the Blind Students of Physics

NASA Astrophysics Data System (ADS)

Kouroupetroglou, Georgios; Kacorri, Hernisa

2010-01-01

We present a novel integrated methodology for the development and production of accessible physics and science books from the elementary up to tertiary educational levels. This language independent approach adopts the Design-for-All principles, the available international standards for alternative formats and the Universal Design for Learning (UDL) Guidelines. Moreover it supports both static (embossed and refreshable tactile) and dynamic (based on synthetic speech and other sounds) accessibility. It can produce Tactile Books (Embossed Braille and Tactile Graphics), Digital Talking Books (or Digital Audio Books), Large Print Books as well as Acoustic-Tactile Books for the blind and visually impaired students as well as but for the print-disabled. This methodology has been successfully applied in the case of blind students of the Physics, Mathematics and Informatics Departments in the University of Athens.

The Construction of Under-Representation in UK and Swedish Higher Education: Implications for Disabled Students

ERIC Educational Resources Information Center

Weedon, Elisabet

2017-01-01

This article examines the inclusion of disabled students in the UK and Swedish higher education systems. In the United Kingdom, performance indicators focus on the participation rate of disabled students in comparison with those of non-disabled students, while in Sweden there are no specific performance indicators relating to disabled students.…

Test Anxiety Research: Students with Vision Impairments and Students with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Datta, Poulomee

2014-01-01

There is an absence of research on test anxiety in students with disabilities although such testing is taken for granted among students without disabilities. This study investigated the test anxiety of the students in each of the two disability groups, those with vision impairments and those with intellectual disabilities who are placed in…

Achievement Motivation, Coping Processes, and Sports Participation of Athletes with Physical Handicaps: A Student-Initiated Project. Final Report, July 1, 1985 to September 15, 1986.

ERIC Educational Resources Information Center

Overton, Sara R.; And Others

The study examined how the coping behaviors and achievement motivation of 181 athletes (aged 18-66) with cerebral palsy or other physical disabilities influence participation in the normalized activity of competitive sport. The project examined the following cognitive aspects of performance: (1) reasons for becoming involved in sports; (2) how the…

Elementary Rehabilitation Nursing Care; a Manual for Nurses and Ancillary Workers in Nursing Homes, Hospitals, Convalescent Facilities, and Public Health Agencies. Public Health Service Publication No. 1436.

ERIC Educational Resources Information Center

Colorado State Dept. of Public Health, Denver. Public Health Nursing Section.

This guide for teacher and student use presents a comprehensive program of physical rehabilitation for aged and physically disabled patients. Developed by the Public Health Nursing Section, the manual was tested by state health department personnel and persons doing inservice teaching in their respective nursing homes. The program is designed to…

Persistence Factors among Online Graduate Students with Disabilities

ERIC Educational Resources Information Center

Verdinelli, Susana; Kutner, Debbi

2016-01-01

Students with disabilities face a number of obstacles to complete graduate education. Adult learners with disabilities are enrolling in online graduate programs at increasing numbers, yet they tend to graduate at lower rates than students without disabilities. Research indicates that students with disabilities tend to prefer and excel in the…

Executive Functioning and Figurative Language Comprehension in Learning Disabilities

ERIC Educational Resources Information Center

Bishara, Saied; Kaplan, Shani

2016-01-01

The goal of the research was to examine executive functioning and figurative language comprehension among students with learning disabilities as compared to students without learning disabilities. As part of the research, we examined 20 students with learning disabilities and 21 students with no learning disabilities, both groups of students…

Postsecondary Integration and Persistence: A Comparison of Students with Psychiatric Disabilities to Students with Learning Disabilities/Attention Deficit Disorders

ERIC Educational Resources Information Center

Koch, Lynn C.; Mamiseishvili, Ketevan; Wilkins, Melissa J.

2016-01-01

Purpose: The enrollment of students with psychiatric disabilities in U.S. postsecondary institutions is on the rise. However, research is lacking in terms of how these students fare in comparison to other students with hidden disabilities (e.g., learning disabilities [LDs], attention deficit disorders [ADDs]) whose enrollment in postsecondary…

The ambiguous role of the paraeducator in the general physical education environment.

PubMed

Bryan, Rebecca R; McCubbin, Jeffrey A; van der Mars, Hans

2013-04-01

The use of paraeducators has increased as a main mechanism to include more students with disabilities in the public schools in the U.S. Although the utilization of paraeducators is intended to be a supportive service delivery option, many concerns and challenges have resulted. The purpose of this study was to examine the role of the paraeducator in the general physical education environment from the perspectives of special education, physical education, and adapted physical education teachers and paraeducators. Data were collected from a phenomenological approach using questionnaires, interviews, and observations. Results indicate concerns about the clarity of the role of the paraeducator in physical education. Emerging themes include elastic definitions of student protection and teacher backup, contradictory expectations and mixed acceptance, and paraeducators' role ambiguity. Findings regarding the role of the paraeducator are essential in determining both best practice and legal policy for the appropriate utilization of paraeducators in physical education.

College Students with Disabilities' Motivation to Utilize Disability Support Services: A Qualitative Investigation

ERIC Educational Resources Information Center

Meyer, Rachel Heather

2012-01-01

The current study investigated the motivation of college students with disabilities to disclose their disability(s) to the university and to utilize disability support services. Eleven college students with a diversity of invisible disabilities from a large university were interviewed using a narrative approach. Analysis involved a combination of…

Have You Spoken with Your Paraeducator Today?

ERIC Educational Resources Information Center

Wilson, Wesley J.; Stone, Katelyn A.; Cardinal, Bradley J.

2013-01-01

The current educational climate emphasizes the inclusion of students with disabilities in general education. This results in an increased effort to enhance and maintain an inclusive environment. Consequently, the use of paraeducators for support has increased (Giangreco, Broer, & Edelman, 2002). This is particularly true for physical education…

Preview-View-Review: Increasing Academic Access for Students with Intellectual Disabilities Who Are English Learners

ERIC Educational Resources Information Center

Williamson, Dolores Marie

2017-01-01

Recent changes to federal education laws for students with and without disabilities have kindled an increased interest in implementing evidence-based practices for teaching academic skills to all students, including students with severe disabilities and students learning English. Teaching students with significant disabilities who are learning…

Prevalence and Associated Factors of Peer Victimization (Bullying) among Grades 7 and 8 Middle School Students in Kuwait

PubMed Central

Al Daihani, Abdullah E.; Francis, Konstantinos

2017-01-01

Background. Peer victimization (bullying) is a universal phenomenon with detrimental effects. The aim of this study is to determine the prevalence and factors of bullying among grades 7 and 8 middle school students in Kuwait. Methods. The study is a cross-sectional study that includes a sample of 989 7th and 8th grade middle school students randomly selected from schools. The Revised Olweus Bully/Victim Questionnaire was used to measure different forms of bullying. After adjusting for confounding, logistic regression identified the significant associated factors related to bullying. Results. Prevalence of bullying was 30.2 with 95% CI 27.4 to 33.2% (3.5% bullies, 18.9% victims, 7.8% bully victims). Children with physical disabilities and one or both non-Kuwaiti parents or children with divorced/widowed parents were more prone to be victims. Most victims and bullies were found to be current smokers. Bullies were mostly in the fail/fair final school grade category, whereas victims performed better. The logistic regression showed that male gender (adjusted odds ration = 1.671, p = 0.004), grade 8 student (adjusted odds ratio = 1.650, p = 0.004), and student with physical disabilities (adjusted odds ratio = 1.675, p = 0.003), were independently associated with bullying behavior. Conclusions. There is a need for a school-wide professional intervention program and improvement in the students' adjustment to school environment to control bullying behavior. PMID:28348603

Increasing Advocacy for Information Systems Students with Disabilities through Disability Film Festivals at a Major Metropolitan University

ERIC Educational Resources Information Center

Joseph, Anthony; Lawler, James

2018-01-01

College does not bestow enough engagement of computer science and information systems students with higher-functioning people with disabilities. Information systems students without disabilities do not have enough experiences in diversity with equivalently skilled students with disabilities. In this paper, the authors expand the knowledge of…

Predictors of Graduation among College Students with Disabilities

ERIC Educational Resources Information Center

Pingry O'Neill, Laura N.; Markward, Martha J.; French, Joshua P.

2012-01-01

This exploratory study determined which set of student characteristics and disability-related services explained graduation success among college students with disabilities. The archived records of 1,289 unidentified students with disabilities in three public universities were examined ex-post-facto to collect demographic data on the students, the…

Review of Mathematics Interventions for Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Marita, Samantha; Hord, Casey

2017-01-01

Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12…

Empowering Students in Transition

PubMed Central

Sullivan, Ann-Catherine

2016-01-01

The purpose of this study was to (a) identify potential benefits for students with disabilities taking part in a physical activity program with same-age typical peers on a Midwest university campus and (b) to determine if the program impacted the students with disabilities empowerment. Empowerment theory was used to determine how transition students’ attitudes change over the course of the semester while participating in a workout buddy program with same-age college peers. The program was structured to provide a sense of empowerment to students to make their own decisions and learn for themselves so they do not feel a lack of power in their lives. This study implemented elements of a quantitative design but a majority utilized a qualitative design based on the assumptions of the Interpretivist paradigm. The quantitative design elements focused on the analysis of two questionnaires: Sports Questionnaire and the Perceived Control Scale Questionnaire. The analysis of the focus group data revealed the following themes as positive effects of the intervention: positive effect on empowerment, how happy the program made the students, what benefits the students gained from the program, the student’s familiarity with university students, and the environment, and, lastly, the students ability to ask for assistance when need. Findings from the study determined that the empowerment of the students with disabilities was impacted while participating in the program. In general, the findings of gaining empowerment were similar to previous studies in that students with disabilities are able to gain empowerment from participation in fitness and recreation programs. The researcher noted during focus groups that some of the Best of Both Worlds (BOBW) students were not confident in starting conversations with their university peers. Although the BOBW students felt a sense of losing empowerment with this specific instance, there was an overall positive impact on the BOBW students’ empowerment. By giving the students the opportunity to participate and socialize with peers of their own age at a college setting, they were able to gain a sense of empowerment in their own life. PMID:27734012

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework.

PubMed

Shifrer, Dara; Callahan, Rebecca

2010-09-01

Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework-traditionally considered non-academic coursework-than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability.

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework

PubMed Central

Shifrer, Dara; Callahan, Rebecca

2016-01-01

Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework—traditionally considered non-academic coursework—than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability. PMID:27695150

Exploration of the academic lives of students with disabilities at South African universities: Lecturers’ perspectives

PubMed Central

2017-01-01

Background A decade has passed since South Africa signed and ratified the Convention on the Rights of Persons with Disabilities, a human rights treaty that protects the rights and dignity of people with disabilities. However, not much have changed for students with disabilities. Objectives The aim of this study was to explore lecturers’ experiences with, and perspectives on, disability as well as with students with disabilities. It was hoped that this would contribute to the ongoing policy debates about diversity, inclusion and support for students with disabilities at universities. Methods In an effort to understand the lives of students with disabilities better, a study which included students with disabilities, lecturers and disability supporting staff was conducted at two South African universities – University of the Free State and University of Venda. The paper takes a snapshot view of four lecturers and their perceptions of the lives of students with disabilities at their respective universities. Results and Conclusion Although most disability literature report students with disabilities blaming lecturers for their failure to advance their needs, this paper highlights that the education system needs to be supportive to lecturers for the inclusive agenda to be realised. An argument is made for a more comprehensive approach towards a national disability policy in higher education involving many stakeholders. Without a broader understanding of disability, it will be difficult to engage with the complex ways in which inequalities emerge and are sustained. PMID:28730069

Group Member or Outsider: Perceptions of Undergraduates with Disabilities on Leisure Time Physical Activity

ERIC Educational Resources Information Center

Devine, Mary Ann

2013-01-01

College provides students with many opportunities to achieve academic success and enrich other aspects of their lives. Participating in campus activities can reduce stress, create social connections, promote healthy active living, and broaden civic engagement (Lindsey & Sessoms, 2006; Watson, Ayers, Zizzi, & Naoi, 2006). Studies noting…

Courtside: Settle Good?

ERIC Educational Resources Information Center

Zirkel, Perry A.

2004-01-01

In the Spring of 1998 the Portland (Oregon) Public Schools hired Dr. Pamela Settlegoode as an adapted physical education teacher for the coming academic year. Her job was to provide adapated PE to students with disabilities in three different schools and to draft individualized education plans (IEPs) in accordance with federal law. Soon after…

Assessing Cultural Competency in School Crisis Plans

ERIC Educational Resources Information Center

Annandale, Neil O.; Heath, Melissa Allen; Dean, Brenda; Kemple, Ana; Takino, Yozo

2011-01-01

This study reviewed school-based crisis planning resources and guidelines provided by 40 state departments of education and offices of safe and drug-free schools. Content was examined for indications of cultural competency. The most frequently reported topics included: (a) assisting students with mental and physical disabilities, (b) tapping into…

A Look into the Future: What Will Students Be Like?

ERIC Educational Resources Information Center

Schildroth, Arthur N.

1986-01-01

Analysis of characteristics of hearing-impaired United States preschoolers (birth through five years) in 1977 (N=2,044) and 1984 (N=2,404) revealed an increase in: hearing-impaired minority children; prematurity and "other" unspecified conditions as causes of hearing impairments; and multiply handicapped (especially physically disabled)…

Integrating Schema-Based Instruction and Response Cards for Students with Learning Disabilities and Challenging Behaviors

ERIC Educational Resources Information Center

Schwab, James Raymond; Tucci, Stacey; Jolivette, Kristine

2013-01-01

With the advent of No Child Left Behind (2002), the academic expectations of students with disabilities have changed. Students with disabilities are now held to the same academic standards as their peers without disabilities. Furthermore, the 2004 provisions in the Individuals With Disabilities Education Improvement Act state that students with…

The Americans with Disabilities Act, Students with Disabilities, and the Role of the Academic Advisor.

ERIC Educational Resources Information Center

Jarrow, Jane E.

1996-01-01

Presents both advice and cautions for the academic advisor working with college students with disabilities, in compliance with the Americans with Disabilities Act. Includes specific discussion of the dangers of stereotyping people or professions and a reminder to view this population as students, with disabilities secondary to student status, and…

Comparisons of Self-Determination among Students with Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis

ERIC Educational Resources Information Center

Chou, Yu-Chi; Wehmeyer, Michael L.; Palmer, Susan B.; Lee, Jaehoon

2017-01-01

This study examined differences in self-determination among students with autism spectrum disorders (ASD), students with intellectual disability (ID), and students with learning disabilities (LD). A total of 222 participants with an equal size group for each of the three disability categories were selected to participate in the comparison of total…

Dental health and odontogenic infections among 6- to 16-year-old German students with special health care needs (SHCN).

PubMed

Dziwak, Marco; Heinrich-Weltzien, Roswitha; Limberger, Kathrin; Ifland, Susanne; Gottstein, Ilka; Lehmann, Thomas; Schüler, Ina M

2017-07-01

This cross-sectional study aimed to assess dental health and odontogenic infections in students with special health care needs (SHCN) in the Free State of Thuringia, Germany. From 1283 students with SHCN aged 6-16 years, 66.0 % (n = 848 of whom are 35.7 % females and 64.3 % males) with intellectual/learning disabilities (ID/LD), physical disabilities (PD), and sensory disorders (SD) participated after informed consent in oral examinations according to WHO standards. Dental caries was assessed by dmft/DMFT, odontogenic infections by pufa/PUFA. Fissure sealants (FS) were scored in permanent molars. Data were compared to regional and national reference data and analysed by t test and age-adjusted logistic regression models. Students with SHCN revealed 41.2 % caries prevalence in permanent and 31.7 % in primary teeth. Highest prevalence/experience of caries and odontogenic infections in primary teeth was recorded in 6-11-year-olds with PD (65.1 %/2.3 dmft; 14.0 %/0.3 pufa). Most affected permanent teeth were observed in students with ID/LD (12-16-year-olds 59.6 %/2.4 DMFT; 6-11-year-olds 2.8 %/0.03 PUFA). All odontogenic infections in 12-16-year-olds occurred in males; n = 9 students revealed n = 9 teeth with pufa/PUFA. Students with ID/LD aged 6-11 years exhibited lowest prevalence of FS (29.0 %) and mean of 0.8 FS. Students with SHCN suffered more than twice as frequent from untreated dental caries and benefited up to 29.0 % less from FS than peers without disabilities. This first study investigating odontogenic infections of German students with SHCN revealed highest prevalence in primary teeth and in males. Oral health among students with SHCN is reduced, and FS are underutilized compared to German students without disabilities. Reinforcing the application of FS in students with SHCN might contribute to reducing disparities in oral health.

Helping General Physical Educators and Adapted Physical Educators Address the Office of Civil Rights Dear Colleague Guidance Letter: Part V--Outdoor Pursuits as an Extracurricular Alternative for Addressing Office of Civil Rights Guidance

ERIC Educational Resources Information Center

Davis, Timothy D.; Felix, Manny

2013-01-01

The Office of Civil Rights (OCR) recently clarified that schools are required to provide students with disabilities (SWD) equal opportunities to participate in extracurricular activities (U.S. Department of Education [USDE] Office for Civil Rights, 2013). Schools have flexibility to design and expand extracurricular opportunities based on existing…

Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

NASA Astrophysics Data System (ADS)

Nwachukwu, Bethel C.

There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

A model summer program for handicapped college students

NASA Technical Reports Server (NTRS)

Nissen, Anne B.

1989-01-01

During the summer of 1988, the Goddard Space Flight Center was the site of a new NASA project called A Model Summer Program for Handicapped College Students that was directed by Gallaudet University. The project's aim was to identify eight severely physically disabled college students (four from Gallaudet University and four from local historically black colleges and universities (HBCU's)) majoring in technical fields and to assign them technical projects related to aerospace which they would complete under the guidance of mentors who were full time employees of Goddard. A description of the program is presented.

Multiple Sclerosis: Associations Between Physical Disability and Depression Are Not Mediated by Self-Reported Physical Activity.

PubMed

Sadeghi Bahmani, Dena; Calabrese, Pasquale; Merkt, Helene; Naegelin, Yvonne; Gerber, Markus; Pühse, Uwe; Holsboer-Trachsler, Edith; Brand, Serge

2017-10-01

This study investigated the interrelatedness of physical disability, physical activity, and depression among patients with multiple sclerosis (MS). We hypothesized that self-reported physical activity would mediate the effect of disability on depressive symptoms. Twenty-seven patients with MS (mean age: 49 years; 44.5% females) completed self-rating scales covering sociodemographic variables, intake of antidepressants, physical activity, and symptoms of depression; disability was measured by the Expanded Disability Status Scale. We found a higher level of disability to be significantly associated with more symptoms of depression. While higher reported physical activity was descriptively associated with lower depression scores and unrelated to Expanded Disability Status Scale, physical activity levels did not mediate the effect of disability on depressive symptoms.

Math Growth Trajectories of Students with Disabilities: Disability Category, Gender, Racial, and Socioeconomic Status Differences from Ages 7 to 17

ERIC Educational Resources Information Center

Wei, Xin; Lenz, Keith B.; Blackorby, Jose

2013-01-01

This study examined math growth trajectories by disability category, gender, race, and socioeconomic status using a nationally representative sample of students ages 7 to 17. The students represented 11 federal disability categories. Compared with the national norming sample, students in all 11 disability categories had lower math achievement…

Examining Implicit Attitudes towards Exercisers with a Physical Disability

PubMed Central

Dionne, Cassandra D.; Gainforth, Heather L.; O'Malley, Deborah A.; Latimer-Cheung, Amy E.

2013-01-01

Background. Using measures of explicit attitudes, physical activity status has been established as a factor that reduces the stigma able-bodied people hold towards people with physical disabilities. This phenomenon is called the exerciser stereotype. However, whether the exerciser stereotype exists when using measures of implicit attitudes remains unknown. Objective. The aims of this study were to evaluate the prevalence of negative implicit attitudes towards people with physical disabilities and determine whether implicit attitudes towards people with physical disabilities were influenced by the exerciser stereotype. Methods. One hundred able-bodied participants (82 females, 18 males) completed two implicit association tests (IATs): the Disability-Attitudes IAT and the Disability-Activity IAT. The Disability-Attitudes IAT measured implicit attitudes towards people who were not disabled relative to disabled; the Disability-Activity IAT measured attitudes towards people with a physical disability who were active relative to inactive. Results. Results revealed that 83.8% of participants had negative implicit attitudes towards people with a disability. Participants held more positive attitudes towards active versus inactive people with a physical disability. Conclusions. The study findings indicate that the exerciser stereotype exists implicitly and may undermine negative attitudes towards people with physical disabilities. PMID:23710142

Inclusion and Access for Students with Disabilties in Geoscience Field Learning Environments

NASA Astrophysics Data System (ADS)

Marshall, A. M.

2017-12-01

In the modern age of technology, physical ability is no longer a requirement for a successful career as a geoscientist. Yet students who do not fit the traditional physical image of a geologist are often excluded from the discipline. Individuals with disabilities - who make up a percentage of every ethnicity, age group and gender - often face great difficulty when working towards a geoscience degree. There are substantial physical barriers to participation in traditional lab and field environments and significant social barriers from deeply held cultural bias within the geoscience community from those who assume a fully able body is a requisite to a geoscience career. With intentional planning and the thoughtful use of technological aids, physical barriers to participation can be addressed in such a way as to provide engaging and inclusive learning opportunities for students of all physical abilities. The social barrier, perhaps the more challenging to address, can only be dismantled by faculty and staff who are willing to model inclusive practices and promote a culture that focuses less on a student's ability to `hike like a geologist', and more on an individual's ability to `think like a geologist'.

Supporting students with disabilities--promoting understanding amongst mentors in practice.

PubMed

Tee, Stephen; Cowen, Michelle

2012-01-01

Good practice demands a clinical practice culture positively disposed to students with disabilities. Equality legislation seeks to protect those with a disability from either direct or indirect discrimination. The balance between providing "reasonable adjustments" for the student, whilst ensuring "Fitness to Practice", and ultimate employability, requires a close partnership between higher education and practice mentors. This paper reports on the development and evaluation of a range of interactive resources, used in the preparation of mentors to help them address the specific learning needs of disabled students. The evaluation revealed the benefit of student 'stories' in helping mentors to understand the support needs of disabled students and ensure reasonable adjustments are implemented in compliance with disability legislation. The interactive resources have been helpful in promoting positive action towards disabled students' learning, empathic understanding of mental health issues and knowledge and skills acquisition in support of dyslexic students. Implementing reasonable adjustments in practice requires a close working partnership between HEI's and mentors who appreciate support in understanding the development and application of coping strategies to overcome disabilities. Effective preparation of mentors is essential to ensure that opportunities for disabled students to succeed are maximised. Copyright © 2011. Published by Elsevier Ltd.

Perceptions about Expert Teaching for Students with Severe Disabilities among Teachers Identified as Experts

ERIC Educational Resources Information Center

Ruppar, Andrea L.; Roberts, Carly A.; Olson, Amy J.

2017-01-01

Teaching students with severe disabilities is a complex endeavor, and the skills and qualities of expert teachers for students with severe disabilities are not well understood. A lack of understanding about the unique roles and expertise of teachers of students with severe disabilities can influence the quality of education students with severe…

Academic Performance of Students with Disabilities in Higher Education: Insights from a Study of One Catholic College

ERIC Educational Resources Information Center

Wasielewski, Laura M.

2016-01-01

The purpose of this study was to determine if students with disabilities perform comparably to students without disabilities academically at a small Catholic liberal arts college. Quantitative results were gathered through the comparison of end of semester and cumulative grade point averages for students with disabilities and students without…

Strategies to Promote Integration and Acceptance of Students with Disabilities among Their Non-Disabled Peers, Using Microcomputers.

ERIC Educational Resources Information Center

Dutton, Donna H.

The paper describes three strategies featuring a microcomputer to promote the integration and acceptance of students with disabilities among their nondisabled peers. The first strategy is a cross-age tutoring program in which disabled, learning disabled, emotionally disabled, or mildly retarded students demonstrate computer use to nondisabled…

Locus of Control Orientations in Students with Intellectual Disability, Learning Disabilities, and No Disabilities: A Latent Growth Curve Analysis

ERIC Educational Resources Information Center

Shogren, Karrie A.; Bovaird, James A.; Palmer, Susan B.; Wehmeyer, Michael L.

2010-01-01

Previous research has suggested differences in the locus of control (LOC) orientations of students with intellectual disability, learning disabilities, and no disabilities, although this research has been characterized by methodological limitations. The purpose of this study was to examine the development of LOC orientations in students with…

Student Experiences Utilizing Disability Support Services in a University Setting

ERIC Educational Resources Information Center

Abreu, Marlene; Hillier, Ashleigh; Frye, Alice; Goldstein, Jody

2016-01-01

Students with disabilities are a growing population in post-secondary institutions, yet present poorer academic outcomes compared to students without disabilities. The current study examined university students' own perceptions and experiences with disability support services (SDS) including how helpful they found the accommodations they were…

Academic Students' Attitudes toward Students with Learning Disabilities

ERIC Educational Resources Information Center

Gonen, Ayala; Grinberg, Keren

2016-01-01

Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different…

Proposed use of two-part interactive modeling as a means to increase functional skills in children with a variety of disabilities.

PubMed

Pepperberg, I M; Sherman, D

2000-01-01

Many behavior modification and intervention programs are based on operant procedures developed for animal subjects, but few use modeling procedures in which one student observes interactions between two proficient trainers. We show how such procedures, which successfully trained Grey parrots (Psittacus erithacus) to produce and comprehend elements of human language, can be adapted for use with children with three types of disabilities: (a) autism with limited social and language skills, (b) developmental delay with physical handicaps and lack of language skills, and (c) hyperactivity with impaired cognitive and social skills. Children were evaluated before entering the program and outcomes were recorded to determine improvement levels. No child reached totally normative (physical age-appropriate) levels, but all significantly improved their social and communication skills and use of contextually appropriate behavior. A two-trainer modeling system can be a valuable intervention tool for children whose disabilities involve social and communicative skills.

Evaluation of nursing and medical students' attitudes towards people with disabilities.

PubMed

Sahin, Hatice; Akyol, Asiye D

2010-08-01

The aim of this study is to assess the attitudes of students towards disabled people and provide suggestions to make necessary changes in the curricula. Disabled people suffer from rejection, exclusion and discrimination. The undergraduate education of future health professionals should include processes of critical thinking towards and analysis of the disabled. Cross-sectional design was used. All the preclinical medical and nursing students in our institution were included in study. Data were collected using the Turkish Attitudes towards Disabled Person Scale (TATDP) and demographical variables. TATDP Scale was scored according to five-point Likert Scale. Students' mean attitude score is 120.57 (SD 15.24). Subscale mean scores are 53.61 (SD 7.25) for compassion (CP), 50.47 (SDS 7.26) for social value (SV) and 16.49 (SD 2.89) for resource distribution (RD). Whilst nursing students had less contact with the disabled, medical students had a closer contact with them. Medical students acquired more prior knowledge about attitudes towards the disabled. Total attitude scores of female students were above the students' mean attitude score when compared to those of male students. Only if early contact is established with patients and the disabled, practical educational strategies are adopted, and the students are provided with information on attitudes about the disabled, will a social model of disability be introduced into the curriculum. This study results were presented to curriculum planning committees of nursing and medical schools, so that they should use them as needs assessment data in developing a disability awareness curriculum. The curriculum will be implemented in cooperation with not only schools but also other social institutions. For instance, clerkship applications will be accomplished by cooperating with nursing homes and organisations of disabled people.

The Relationship of Self-Determination Skills, Use of Accommodations, and Use of Services to Academic Success in Undergraduate Juniors and Seniors with Learning Disabilities

ERIC Educational Resources Information Center

Humphrey, Marja J. B.

2010-01-01

Students with disabilities are entering colleges and universities across the nation in ever-increasing numbers, with the greatest percentage being students with learning disabilities (LD). Yet, students with disabilities often do not graduate from college at the same rate as students without disabilities. Self-determination is an important skill…

Assistive Technology for Students with Disabilities: A Legal Analysis of Issues

ERIC Educational Resources Information Center

Etscheidt, Susan Larson

2016-01-01

Individualized Education Program (IEP) teams are required by the Individuals with Disabilities Education Act (IDEA) to consider a student's need for assistive technology (AT). Despite this legal requirement, AT supports are often not available to students with disabilities. Many students with disabilities and their families have addressed the…

How to Determine the Least Restrictive Environment for Students with Disabilities

ERIC Educational Resources Information Center

Rozalski, Michael; Stewart, Angie; Miller, Jason

2010-01-01

The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities be educated with peers without disabilities "to the maximum extent appropriate." When the individualized education program (IEP) team is reviewing the student's current performance, establishing the student's goals, and determining the services that the…

Compensatory Services and Students with Disabilities

ERIC Educational Resources Information Center

Osborne, Allan G., Jr.; Russo, Charles J.

2009-01-01

Students with disabilities are entitled to a free appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA). If school officials fail to provide students with a FAPE, the courts may grant appropriate relief. Courts often direct educators to provide students with disabilities with a FAPE and to compensate…

The Postschool Outcomes of Students with Mild Intellectual Disability: Does It Get Better with Time?

ERIC Educational Resources Information Center

Bouck, E. C.

2014-01-01

Background: Although students with mild intellectual disability (MID) present unique educational needs and considerations, in research and in practice, they are sometimes aggregated with students with learning disabilities and emotional disorders and considered mild disabilities or aggregated with students with moderate/severe intellectual…

Motivational Orientations of Students with Disabilities in Western North Carolina Community Colleges.

ERIC Educational Resources Information Center

Humphrey, John H., Jr.

This dissertation examines the motivational orientations of students with disabilities in five North Carolina community colleges. The paper considers the following issues: reasons for community college attendance among disabled students; differences in demographics and motivations among students with and without disabilities; and differences in…

Zero Reject and School Choice: Students with Disabilities in Texas' Charter Schools.

ERIC Educational Resources Information Center

Estes, Mary Bailey

2003-01-01

Reviews literature on students with disabilities in charter schools. Analyzes Texas' Public Education Information Management System data to compare traditional and charter school attendance of students with disabilities. Finds 3.7 percent fewer students with disabilities attended charter schools during 1999-2000 school year than traditional…

Try a Disability on for Size: Sensitizing School Personnel

ERIC Educational Resources Information Center

Anderson, Mary Jane

2006-01-01

Education professionals may feel uncomfortable or unprepared when interacting with students with disabilities within school settings. Several federal mandates have been passed in the last 30 years to ensure that students with disabilities receive the same educational services as students without disabilities. Although these students are now in the…

An Internship Program for Deaf and Hard of Hearing Students in Polymer-Based Nanocomposites

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cebe,P.; Cherdack, D.; Guertin, R.

2006-01-01

We report on our summer internship program in Polymer-Based Nanocomposites, for deaf and hard of hearing undergraduates who engage in classroom and laboratory research work in polymer physics. The unique attributes of this program are its emphasis on: 1. Teamwork; 2. Performance of a start-to-finish research project; 3. Physics of materials approach; and 4. Diversity. Students of all disability levels have participated in this program, including students who neither hear nor voice. The classroom and laboratory components address the materials chemistry and physics of polymer-based nanocomposites, crystallization and melting of polymers, the interaction of X-rays and light with polymers, mechanicalmore » properties of polymers, and the connection between thermal processing, structure, and ultimate properties of polymers. A set of Best Practices is developed for accommodating deaf and hard of hearing students into the laboratory setting. The goal is to bring deaf and hard of hearing students into the larger scientific community as professionals, by providing positive scientific experiences at a formative time in their educational lives.« less

Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

PubMed Central

Wanzek, Jeanne; Al Otaiba, Stephanie; Petscher, Yaacov

2012-01-01

This study used a large state-wide database to examine the oral reading fluency development of second and third grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were administered to 185,367 students without disabilities (general education), 2,146 students identified with an emotional disturbance, and 10,339 students with a learning disability. Student status and growth trends were examined in a piecewise model at each grade level for the full sample as well as for a subsample with reading difficulties. Data suggested students with disabilities performed significantly below students without disabilities in initial status and growth. Gender was also examined as a moderator of outcomes for each of the study groups. PMID:24532848

Assessment and Documentation Considerations for Postsecondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Lindstrom, Jennifer H.; Lindstrom, Will

2011-01-01

In order to gain access to accommodations and services at colleges and universities, students with learning disabilities must provide documentation of their disabilities, and as students with learning disabilities access higher education at increasing rates, the need for documentation of their disabilities and its impact becomes even more…

Financial Barriers for Students with Non-Apparent Disabilities within Canadian Postsecondary Education

ERIC Educational Resources Information Center

Chambers, Tony; Bolton, Melissa; Sukhai, Mahadeo A.

2013-01-01

This study examined the education-related debt, sources of debt, and the process of acquiring accommodations for students with non-apparent (such as learning disabilities and mental health disabilities) and apparent disabilities in Canadian postsecondary education. A third group emerged during analyses, students with medical disabilities, which…

A New Theoretical Approach to Postsecondary Student Disability: Disability-Diversity (Dis)Connect Model

ERIC Educational Resources Information Center

Aquino, Katherine C.

2016-01-01

Disability is often viewed as an obstacle to postsecondary inclusion, but not a characteristic of student diversity. Additionally, current theoretical frameworks isolate disability from other student diversity characteristics. In response, a new conceptual framework, the Disability-Diversity (Dis)Connect Model (DDDM), was created to address…

Simulation as a learning strategy: supporting undergraduate nursing students with disabilities.

PubMed

Azzopardi, Toni; Johnson, Amanda; Phillips, Kirrilee; Dickson, Cathy; Hengstberger-Sims, Cecily; Goldsmith, Mary; Allan, Trevor

2014-02-01

To promote simulation as a learning strategy to support undergraduate nursing students with disabilities. Supporting undergraduate nursing students with disabilities has gained further momentum because of amendments to the Disability Discrimination Act in 2009. Providers of higher education must now ensure proactive steps to prevent discrimination against students with a disability are implemented to assist in course progression. Simulation allows for the impact of a student's disability to be assessed and informs the determination of reasonable adjustments to be implemented. Further suitable adjustments can then be determined in a safe environment and evaluated prior to scheduled placement. Auditing in this manner, offers a risk management strategy for all while maintaining the academic integrity of the program. Discursive. Low, medium and high fidelity simulation activities critically analysed and their application to support undergraduate nursing students with disabilities assessed. With advancing technology and new pedagogical approaches simulation as a learning strategy can play a significant role. In this role, simulation supports undergraduate nursing students with disabilities to meet course requirements, while offering higher education providers an important risk management strategy. The discussion recommends simulation is used to inform the determination of reasonable adjustments for undergraduate nursing students with disabilities as an effective, contemporary curriculum practice. Adoption of simulation, in this way, will meet three imperatives: comply with current legislative requirements, embrace advances in learning technologies and embed one of the six principles of inclusive curriculum. Achieving these imperatives is likely to increase accessibility for all students and offer students with a disability a supportive learning experience. Provides capacity to systematically assess, monitor, evaluate and support students with a disability. The students' reasonable adjustments can be determined prior to attending clinical practice to minimise risks and ensure the safety of all. © 2013 Blackwell Publishing Ltd.

Graduation Prospects of College Students with Specific Learning Disorder and Students with Mental Health Related Disabilities

ERIC Educational Resources Information Center

Jorgensen, Mary; Budd, Jillian; Fichten, Catherine S.; Nguyen, Mai N.; Havel, Alice

2018-01-01

This study's goal was to compare aspects related to academic persistence of two groups of college students with non-visible disabilities: 110 Canadian two and four-year college students--55 with mental health related disabilities and 55 with Specific Learning Disorder (LD). Results show that students with mental health related disabilities were…

2016 Emergent Data on Students in Australian Schools Receiving Adjustments for Disability. Nationally Consistent Collection of Data. School Students with Disability

ERIC Educational Resources Information Center

Education Council, 2016

2016-01-01

The Nationally Consistent Collection of Data on School Students with Disability (the collection) identified 685,911 students received an educational adjustment due to disability. Through this collection, teachers use their professional judgement based on evidence to capture information. This report looks at the emergent data on students in…

A Survey Study of College Students with Disabilities and Their Involvement in the IEP/Transition Planning Process

ERIC Educational Resources Information Center

Eddy, Steve Eugene

2010-01-01

Educating students with disabilities gained national attention in 1975 with the passage of Public Law 94-142 the Education of All Handicapped Children Act. This law provided students with disabilities with equal access to the same free and appropriate education as students without disabilities, and mandated that schools provide students with…

Opportunities for extracurricular physical activity in North Carolina middle schools.

PubMed

Edwards, Michael B; Kanters, Michael A; Bocarro, Jason N

2011-07-01

This study's purpose was to assess the opportunities for North Carolina adolescents to be physically active in extracurricular middle school environments and to compare opportunities across community types. Data were analyzed based on the results of an electronic questionnaire distributed to a sample of 431 schools with a response rate of 75.4% (N = 325). Nearly all schools offered interscholastic sports while fewer than half offered intramurals or noncompetitive activities to students. "Open gym" was offered at only 35% of schools, while 24% of schools offered extracurricular activities to students with disabilities. Overall, 43.4% of schools offered special transportation to students who participated in some extracurricular physical activities. Schools in rural areas generally offered fewer programs and had fewer supports than schools located in more urbanized areas. Over two-thirds of rural schools offered no extracurricular programs other than interscholastic sports. Schools can be important settings for physical activity. North Carolina's middle schools and its rural schools in particular, are falling short in efforts to provide extracurricular physical activity programming recommended by researchers and policy groups. Lower accessibility to extracurricular physical activities may partially contribute to higher levels of physical inactivity found in the state.

Access to curriculum for students with disabilities at higher education institutions: How does the National University of Lesotho fare?

PubMed Central

2017-01-01

Background Creating access to curricula at institutions of higher education for students with disabilities requires a concerted effort from management and other key stakeholders to identify students’ needs and create opportunities for success. Objectives This paper presents the findings of a study which examined students with disabilities’ access to curricula at a higher education institution in Lesotho. Method Data for this qualitative study were collected using three methods: in-depth interviews, focus group discussions and document analysis. Eleven students with various types of impairments and 15 academic and non-academic staff members currently working in close proximity to students with disabilities participated in this study. Results The findings reveal inconsistencies between the institution’s admission policy of non-discrimination according to disability status and its practices. These inconsistencies are discussed under the following themes: (1) access at admission level, (2) management of disability data, (3) support by the special education unit, (4) teaching strategies, (5) support by lecturers, (6) availability of assistive technology, (7) special concessions and (8) students’ coping mechanisms. Conclusion We recommend that a clear policy concerning the support of students with disabilities be developed with the following aims: guide decisions on how disability data should be used, define roles that different university departments must play in facilitating access to curricula for all students, influence suitable development of teaching and learning resources, stimulate research on success and completion rates of students with disabilities and mandate restructuring of programmes that are currently inaccessible to students with disabilities. Key stakeholders, including students with disabilities, disabled persons’ organisations, disability rights activists, and staff should be involved in such policy design. PMID:28730064

A Study of Perceived Admission and Achievement Barriers of Learning-Disabled Students in Postsecondary Institutions

ERIC Educational Resources Information Center

Lamberg, Catherine Denise

2012-01-01

Learning-disabled students face ongoing challenges in higher education. Despite efforts to promote recruitment and retention of students with learning disabilities to trade schools, colleges, and universities, barriers to enrollment and academic achievement persist. Barriers for learning-disabled students are not fully understood and might be…

Chemical Dependency in Students with and without Learning Disabilities.

ERIC Educational Resources Information Center

Karacostas, Demetra D.; Fisher, Gary L.

1993-01-01

Secondary students (88 with learning disabilities and 103 without) completed a substance abuse screening inventory. Of the 30 students who were classified as chemically dependent, 70% were students with learning disabilities. The presence or absence of a learning disability was a better predictor of chemical dependency than gender, ethnicity, age,…

The Perceptions of Transition Services and Postsecondary Success for Students with Disabilities in Comprehensive Development Programs

ERIC Educational Resources Information Center

Freemon, Ebony Marie

2017-01-01

This study examined transition services provided to students with disabilities in their secondary environments and whether or not these services prepared students with disabilities to post-secondary transition. Fifty students with varying disabilities from seven southeastern high schools participated in this study. Quantitative and qualitative…

The Costs and Challenges of Transporting Students with Disabilities

ERIC Educational Resources Information Center

Suttman, Craig M.

2009-01-01

Federal law does not require school boards to provide transportation for all students. But the Individuals with Disabilities Education Act (IDEA) entitles students with disabilities to transportation to and from school if the students' disabilities make it difficult for them to get to school; from, in, and around the buildings where they attend…

Postsecondary Students and Disability Stigma: Development of the Postsecondary Student Survey of Disability-Related Stigma (PSSDS)

ERIC Educational Resources Information Center

Trammell, Jack

2009-01-01

Few instruments or studies have been designed to measure the degree of stigmatization experienced by college and University students with disabilities. Yet, many researchers acknowledge through qualitative studies and other forms of experiential data that postsecondary students with disabilities do in fact encounter significant stigma effects.…

Students with Learning Disabilities in the Music Classroom

ERIC Educational Resources Information Center

Darrow, Alice-Ann

2012-01-01

There are a number of disabilities that music educators may never encounter among their students in the music classroom; however, all music educators will have students with learning disabilities. Students with learning disabilities may have a variety of "presenting problems" that limit their academic and social success in the music classroom. The…

Accounting for the Performance of Students With Disabilities on Statewide Assessments

ERIC Educational Resources Information Center

Malmgren, Kimber W.; McLaughlin, Margaret J.; Nolet, Victor

2005-01-01

The current study investigates school-level factors that affect the performance of students with disabilities on statewide assessments. Data were collected as part of a larger study examining the effects of education policy reform on students with disabilities. Statewide assessment data for students with disabilities from 2 school districts within…

Transforming Support for Students with Disabilities in UK Higher Education

ERIC Educational Resources Information Center

Taylor, Mark; Turnbull, Yvonne; Bleasdale, Jo; Francis, Hulya; Forsyth, Henry

2016-01-01

Intended UK government changes to the Disabled Students' Allowance will have a significant impact on the support that UK universities provide for students with disabilities. In this article we examine the types of transformation that may be needed to support for university students with disabilities, from a socio-technical perspective. The…

Keyboarding Accuracy for a Student with Physical Disabilities: A Synergistic Approach

ERIC Educational Resources Information Center

Obringer, S. John; Coffey, Kenneth; McFadden, Gary; Etheridge, Jill; Pounder, Rebecca

2007-01-01

The purpose of this study was to examine a synergistic application of three different technologies to improve the keyboarding accuracy of an individual with significant motor disorders. Three keyboarding technologies were layered to measure the power of each technology independently and collectively. The results show a significant increase in…

Dealing with the Elephant

ERIC Educational Resources Information Center

Raymond, Michael

2005-01-01

The teacher comes to the classroom after a long medical leave taken for getting his legs amputated for having developed gangrene and follows his normal plan of teaching thus ignoring the various questions that his students may have about his physical disability. He realizes his mistake and in the next class uses his condition to explain a version…

Effective Collaboration among the Gross Motor Assessment Team Members

ERIC Educational Resources Information Center

Menear, Kristi S.; Davis, Timothy D.

2015-01-01

This article describes the gross motor assessment team (GMAT) members' roles and collaborative approach to making appropriate decisions and modifications when addressing the needs of individuals with disabilities in physical education. Case studies of students are used to demonstrate effective uses of the GMAT. The primary outcome of the GMAT's…

Just a Body in a Wheelchair

ERIC Educational Resources Information Center

Rosen, Betty

2014-01-01

This article has no direct link with academics, children, students or those who teach: I severed almost all such connections several years ago. It describes the rewards and challenges of leading a reminiscence group of elderly people, all of whom suffer some level of memory loss and/or severe physical disability; most are wheelchair-bound. It…

A Strategy for Embedding Functional Motor and Early Numeracy Skill Instruction into Physical Education Activities

ERIC Educational Resources Information Center

Whinnery, Stacie B.; Whinnery, Keith W.; Eddins, Daisy

2016-01-01

This article addresses the challenges educators face when attempting to find a balance between both functional and academic skill instruction for students with severe, multiple disabilities including motor impairments. The authors describe a strategy that employs embedded instruction of early numeracy and functional motor skills during physical…

Are e-Books for Everyone? An Evaluation of Academic e-Book Platforms' Accessibility Features

ERIC Educational Resources Information Center

Mune, Christina; Agee, Ann

2016-01-01

With the increasing prevalence of e-books in academic library collections, faculty and librarians have begun to express concern regarding the accessibility of these digital texts for students with physical or learning disabilities. To begin addressing these concerns, the California State University System's Affordable Learning Solutions…

What does "disability" mean for medical students? An exploration of the words medical students associate with the term "disability".

PubMed

Byron, Margaret; Cockshott, Zoë; Brownett, Hilary; Ramkalawan, Tina

2005-02-01

Disability teaching is a core theme in undergraduate medical education. Medical students bring a range of experiences of disability to their medical training. The principal aim of this study was to explore the words that medical students associate with the term "disability" and to consider how the resulting information could inform teaching. A secondary aim was to see if a short disability course changed the word associations. Students were asked to write down 2 words that came to mind when they heard the word "disability", before and after a 4-day course in disability. Words from 4 cohorts were analysed by frequency and the following word dichotomies: visual icons/personal attributes; loss/enabling, and medical model/social model. A random sample of students took part in focus groups at the beginning and end of the course. A total of 381 students provided 667 before-course words and 189 students provided 336 after-course words. Before the course, words denoting visual icons of disability, and loss were prominent, accounting for 85% of the words, and 74% of the words describing personal attributes were negative. Focus group responses at this stage reflected an eagerness to help but patronising terms were prominent, along with concern about political correctness. Students also expressed nervousness about encountering disabled people. In response, teaching was adapted to make it more learner-focused, to offer a safe environment in which students can test out their language, to build on the positive associations and to develop a range of pre-course creative activities with disabled people. After the course a considerable and significant shift in emphasis was observed, with a reduction in the use of visual icon words, an increase in words denoting enablement, and an increase in words relating to the social model of disability and to positive personal attributes (P < 0.001). Focus group participants at this stage reported greater confidence in approaching disabled people but continued to question political correctness. Medical students associate disability predominantly with depersonalised or negative words. A short disability course appears to change these associations. Reasons for this and implications for teaching are discussed.

Vital signs: disability and physical activity--United States, 2009-2012.

PubMed

Carroll, Dianna D; Courtney-Long, Elizabeth A; Stevens, Alissa C; Sloan, Michelle L; Lullo, Carolyn; Visser, Susanna N; Fox, Michael H; Armour, Brian S; Campbell, Vincent A; Brown, David R; Dorn, Joan M

2014-05-09

Adults with disabilities are less active and have higher rates of chronic disease than the general population. Given the health benefits of physical activity, understanding physical activity, its relationship with chronic disease, and health professional recommendations for physical activity among young to middle-age adults with disabilities could help increase the effectiveness of health promotion efforts. Data from the 2009-2012 National Health Interview Survey (NHIS) were used to estimate the prevalence of, and association between, aerobic physical activity (inactive, insufficiently active, or active) and chronic diseases (heart disease, stroke, diabetes, and cancer) among adults aged 18-64 years by disability status and type (hearing, vision, cognitive, and mobility). The prevalence of, and association between, receiving a health professional recommendation for physical activity and level of aerobic physical activity was assessed using 2010 data. Overall, 11.6% of U.S. adults aged 18-64 years reported a disability, with estimates for disability type ranging from 1.7% (vision) to 5.8% (mobility). Compared with adults without disabilities, inactivity was more prevalent among adults with any disability (47.1% versus 26.1%) and for adults with each type of disability. Inactive adults with disabilities were 50% more likely to report one or more chronic diseases than those who were physically active. Approximately 44% of adults with disabilities received a recommendation from a health professional for physical activity in the past 12 months. Almost half of adults with disabilities are physically inactive and are more likely to have a chronic disease. Among adults with disabilities who visited a health professional in the past 12 months, the majority (56%) did not receive a recommendation for physical activity. These data highlight the need for increased physical activity among persons with disabilities, which might require support across societal sectors, including government and health care.

Is There Really a Difference? Distinguishing Mild Intellectual Disability from "Similar" Disability Categories

ERIC Educational Resources Information Center

Bouck, Emily C.; Satsangi, Rajiv

2015-01-01

Students with mild intellectual disability generally garner less individual attention in research, as they are often aggregated with students with moderate and severe intellectual disability or students with other high incidence disabilities. This study used the National Longitudinal Transition Study-2 (NLTS2) to look at the personal…

Students with Disabilities: Financial Aid Policy Issues

ERIC Educational Resources Information Center

Wolanin, Thomas R.

2005-01-01

This article describes some of the special financial aid needs of students with disabilities and the policy implications of those needs. It focuses on the financial burdens of having a disability, the time demands faced by those with disabilities, the multiple and complex sources from which students with disabilities derive support, and the…

The sexual and reproductive rights and benefit derived from sexual and reproductive health services of people with physical disabilities in South Africa: beliefs of non-disabled people.

PubMed

Hunt, Xanthe; Carew, Mark T; Braathen, Stine Hellum; Swartz, Leslie; Chiwaula, Mussa; Rohleder, Poul

2017-05-01

There is a body of theoretical work, and some empirical research, which suggests that non-disabled people assume people with physical disabilities are not suitable romantic partners, do not have sexual drives or desires, or are not sexually active. It has also been proposed that people with physical disabilities face barriers to sexual healthcare access which are structural as well as social. The present paper explores non-disabled South Africans' beliefs concerning the degree to which non-disabled respondents enjoy sexual and reproductive rights, and benefit from sexual and reproductive healthcare, compared to people without disability. Using a survey, we asked 1989 South Africans to estimate the degree to which people with physical disabilities and people without disability have sexual rights, and benefit from sexual and reproductive healthcare services, respectively. Respondents were more likely to support the idea that the population without disability were deserving of sexual rights compared to people with physical disabilities. Respondents were more likely to rate the degree to which people with physical disability benefit from sexual and reproductive healthcare as less than that for people without physical disabilities. These findings provide some of the first empirical support that non-disabled people perceive people with physical disabilities as having fewer sexual and reproductive rights, and deriving less benefit from sexual and reproductive health services, than the population without disability. To have diminished sexual rights, and benefit less from sexual and reproductive healthcare, we suggest, evinces a negation of the sexual and reproductive needs and capacity of people with physical disabilities.

A study protocol of a randomised controlled trial to investigate if a community based strength training programme improves work task performance in young adults with Down syndrome.

PubMed

Shields, Nora; Taylor, Nicholas F; Fernhall, Bo

2010-03-25

Muscle strength is important for young people with Down syndrome as they make the transition to adulthood, because their workplace activities typically emphasise physical rather than cognitive skills. Muscle strength is reduced up to 50% in people with Down syndrome compared to their peers without disability. Progressive resistance training improves muscle strength and endurance in people with Down syndrome. However, there is no evidence on whether it has an effect on work task performance or physical activity levels. The aim of this study is to investigate if a student-led community-based progressive resistance training programme can improve these outcomes in adolescents and young adults with Down syndrome. A randomised controlled trial will compare progressive resistance training with a control group undertaking a social programme. Seventy adolescents and young adults with Down syndrome aged 14-22 years and mild to moderate intellectual disability will be randomly allocated to the intervention or control group using a concealed method. The intervention group will complete a 10-week, twice a week, student-led progressive resistance training programme at a local community gymnasium. The student mentors will be undergraduate physiotherapy students. The control group will complete an arts/social programme with a student mentor once a week for 90 minutes also for 10 weeks to control for the social aspect of the intervention. Work task performance (box stacking, pail carry), muscle strength (1 repetition maximum for chest and leg press) and physical activity (frequency, duration, intensity over 7-days) will be assessed at baseline (Week 0), following the intervention (Week 11), and at 3 months post intervention (Week 24) by an assessor blind to group allocation. Data will be analysed using ANCOVA with baseline measures as covariates. This paper outlines the study protocol for a randomised controlled trial on the effects of progressive resistance training on work task performance and physical activity for adolescents and young adults with Down syndrome. The intervention addresses the impairment of muscle weakness which may improve work task performance and help to increase physical activity levels. Australian New Zealand Clinical Trials Registry ACTRN12609000938202.

Examining Postsecondary Education Predictors and Participation for Students With Learning Disabilities.

PubMed

Joshi, Gauri S; Bouck, Emily C

2017-01-01

Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study-2 to examine the relationship between postsecondary education-related transition services and postsecondary education participation for students with learning disabilities. Logistic regression analyses indicated receiving core content area instruction in the general education classroom was positively related to postsecondary education participation. Frequency distributions indicated students with learning disabilities attended 2-year college at higher rates than other postsecondary education programs. The results suggest educators should consider inclusion in general education classroom for core content area instruction for students with learning disabilities with postsecondary education goals to the extent permitted by their least restrictive environment. © Hammill Institute on Disabilities 2015.

Restrictions of physical activity participation in older adults with disability: employing keyword network analysis.

PubMed

Koo, Kyo-Man; Kim, Chun-Jong; Park, Chae-Hee; Byeun, Jung-Kyun; Seo, Geon-Woo

2016-08-01

Older adults with disability might have been increasing due to the rapid aging of society. Many studies showed that physical activity is an essential part for improving quality of life in later lives. Regular physical activity is an efficient means that has roles of primary prevention and secondary prevention. However, there were few studies regarding older adults with disability and physical activity participation. The purpose of this current study was to investigate restriction factors to regularly participate older adults with disability in physical activity by employing keyword network analysis. Two hundred twenty-nine older adults with disability who were over 65 including aging with disability and disability with aging in type of physical disability and brain lesions defined by disabled person welfare law partook in the open questionnaire assessing barriers to participate in physical activity. The results showed that the keyword the most often used was 'Traffic' which was total of 21 times (3.47%) and the same proportion as in the 'personal' and 'economical'. Exercise was considered the most central keyword for participating in physical activity and keywords such as facility, physical activity, disabled, program, transportation, gym, discomfort, opportunity, and leisure activity were associated with exercise. In conclusion, it is necessary to educate older persons with disability about a true meaning of physical activity and providing more physical activity opportunities and decreasing inconvenience should be systematically structured in Korea.

Academic Achievement Performance of University Students with Disability: Exploring the Influence of Non-Academic Factors

ERIC Educational Resources Information Center

Dryer, Rachel; Henning, Marcus A.; Tyson, Graham A.; Shaw, Rosemary

2016-01-01

This study examined whether: (1) the non-academic constructs of psychological well-being, motivation to learn and quality of life (QOL) explained the variance in the academic achievement of students with disability; and (2) students with a mental health disability (MHD) differed from students with other disability on academic achievement and on…

Effects of Journeys Reading Intervention on Reading Achievement of Students with Disabilities

ERIC Educational Resources Information Center

Cloud, Antre'

2017-01-01

In Georgia, students with disabilities are falling behind students without disabilities in reading. Students with disabilities need to learn how to read fluently and comprehend because reading is embedded in all academic areas. Guided by LaBerge and Samuels's theory of automatic information processing in reading, the purpose of the study was to…

Teacher Recommended Academic and Student Engagement Strategies for Learning Disabled Students: A Qualitative Study

ERIC Educational Resources Information Center

Nwachukwu, Bethel C.

2017-01-01

There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure…

Applying Self-Efficacy Theory to Understanding the Behavioral Expectations of College Students with Disabilities in Requesting Accommodations

ERIC Educational Resources Information Center

Snitker-Magin, Mikael C.

2010-01-01

The purpose of the study was to apply Bandura's self-efficacy theory to understanding the behavior of college students with disabilities in requesting accommodations. Students with disabilities were recruited from 20 two-year and four-year postsecondary institutions by asking student disabilities services staff to forward an email invitation to…

Job Attitudes of Special Educators Related to Inclusion of Students with Significant Disabilities

ERIC Educational Resources Information Center

Pearson, Mary; Clavenna-Deane, Beth; Carter, Kayla Supon

2015-01-01

This study measured the attitudes of teachers of students with significant disabilities using the Attitudes of Teachers of Students with Significant Disabilities about Aspects of Their Jobs survey. Teachers who worked with at least one student with significant disabilities were contacted via e-mail and other on-line means across four geographical…

Improving Post-High School Outcomes for Transition-Age Students with Disabilities: An Evidence Review. NCEE 2013-4011

ERIC Educational Resources Information Center

Cobb, R. Brian; Lipscomb, Stephen; Wolgemuth, Jennifer; Schulte, Theresa

2013-01-01

Nearly four decades have passed since the Individuals with Disabilities Education Act (IDEA) ensured access to public education for students with disabilities in the United States. During the years following its introduction, there was a growing recognition that helping students, especially students with disabilities, in their transitions from…

Effects of Extended Time Allotments on Reading Comprehension Performance of College Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Lewandowski, Lawrence; Cohen, Justin; Lovett, Benjamin J.

2013-01-01

Students with disabilities often receive test accommodations in schools and on high-stakes tests. Students with learning disabilities (LD) represent the largest disability group in schools, and extended time the most common test accommodation requested by such students. This pairing persists despite controversy over the validity of extended time…

The Academic Achievement Rate of Students with Disabilities in a Co-Teaching Setting on End-of-Course Algebra Exams

ERIC Educational Resources Information Center

Randolph, Cassandra Jones

2017-01-01

The passing of the Education for All Handicapped Children Act---later renamed the Individuals With Disabilities Education Act---mandated that schools and districts ensure that all available education services were comparable between students with disabilities and general education students. This mandate led to students with disabilities and…

Focus on the Journey, Not the Destination: Digital Games and Students with Disability

ERIC Educational Resources Information Center

Main, Susan; O'Rourke, John; Morris, Julia; Dunjey, Helen

2016-01-01

The way in which technologies support students with disability has been widely explored in recent times. Much of this research has focused on computer programs specifically designed to teach social and academic skills to students with disability. In the research reported in this paper we examined how students with disability could use technology…

Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Learning Disabilities.

PubMed

Theobald, Roddy J; Goldhaber, Dan D; Gratz, Trevor M; Holden, Kristian L

2018-05-01

We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a "concentration" of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades.

Experiences of Students with Disabilities in Selected Community and Technical Colleges. The Individual Accommodations Model: Accommodating Students with Disabilities in Post-Secondary Settings.

ERIC Educational Resources Information Center

Lancaster, Sean; Mellard, Daryl; Hoffman, Lesa

Student questionnaires were administered to 61 students with disabilities currently enrolled in community colleges in Kansas (n=20), Minnesota (n=23), and California (n=18). This information was collected through two campus visits during the fall of 1999. Students reported an average of 1.3 disabilities per person, ranging from 1-6. The most…

Stigma of mental and physical illness and the use of mobile technology.

PubMed

Kowalski, Robin Marie; Morgan, Megan; Taylor, Katlyn

2017-01-01

Research has shown the stigma attached to mental disabilities, yet little research has directly compared the experiences of people with physical disabilities and those with mental disabilities. Not only are both conditions likely perceived as stigmatizing, but the pervasive use of mobile technology may be one means by which people with disabilities can manage and understand their disability. Four hundred and eighty-seven individuals with physical and/or psychological disabilities completed a survey examining whether they would be willing to use mobile technology to manage their disability and how stigmatizing they perceived their disability to be. Willingness to use mobile technology was related to the age of the sample as well as the type of disability. Individuals with psychological disabilities were more likely to use certain forms of mobile technology relative to those with physical disabilities. Observed differences between physical and psychological disabilities are discussed in terms of the symbolic interaction stigma model.

Providing for Disabled Students: University of Grenoble, France.

ERIC Educational Resources Information Center

PEB Exchange, 2000

2000-01-01

Examines how France's University of Grenoble provides for its disabled students in its residence halls, including a description of the university's service for disabled service. A hospital/education center where disabled students can receive care and physiotherapy while attending school is highlighted. (GR)

Target population's requirements on a community-based intervention for stimulating physical activity in hard-to-reach physically disabled people: an interview study.

PubMed

Krops, Leonie A; Folkertsma, Nienke; Hols, Doortje H J; Geertzen, Jan H B; Dijkstra, Pieter U; Dekker, Rienk

2018-05-31

To explore ideas of the target population about a community-based intervention to stimulate physical activity in hard-to-reach physically disabled people. Semi-structured interviews were performed with 21 physically disabled people, and analyzed using thematic analyses. Findings were interpreted using the integrated Physical Activity for People with a Disability and Intervention Mapping model. The intervention should aim to stimulate intrinsic motivation and raise awareness for the health effects of physical activity. It should provide diverse activities, increase visibility of these activities, and improve image of physical activity for physically disabled people. Participants suggested to provide individual coaching sessions, increase marketing, present role models, and assign buddies. Potential users should be approached personally through intermediate organizations, or via social media and word of mouth promotion. Participants suggested that users, government, sponsors, and health insurers should finance the intervention. Self-responsibility for being physically active was strongly emphasized by participants. An intervention to stimulate physical activity in hard-to-reach physically disabled people should be individualized, include personal support, and should include marketing to improve image of physical activity of physically disabled people. The intervention that fulfills these requirements should be developed and tested for effects in future research. Implications for rehabilitation An intervention to stimulate physical activity in physically disabled people should aim to raise awareness for the health effects of physical activity, stimulate intrinsic motivation, offer diverse activities, increase the visibility of the possible activities, and improve the image of physical activity for physically disabled people. An intervention should include both individual- and environmental-level intervention methods. Physically disabled people most emphasized individual-level characteristics of an intervention. For intervention development, professionals should take into account that physically disabled people believe that being physically active is a person's own responsibility.

Retention and Graduation of Students with Disabilities: Facilitating Student Success

ERIC Educational Resources Information Center

Wessel, Roger D.; Jones, James A.; Markle, Larry; Westfall, Curt

2009-01-01

In this longitudinal study of 11,317 students, the retention and graduation rates of students with apparent and nonapparent disabilities were compared to students without disabilities. The annual retention and graduation rates (six years after matriculation) were similar for all students, regardless of the presence or absence of a disability…

Preparation of students with disabilities to graduate into professions in the South African context of higher learning: Obstacles and opportunities.

PubMed

Ndlovu, Sibonokuhle; Walton, Elizabeth

2016-01-01

Persons with disabilities continue to be excluded from professions in South Africa despite legislation on non-discrimination and equity. We sought to identify both the opportunities and obstacles that students with disabilities face in professional degrees. Selected texts from the South African and international literature were analysed and synthesised. Students with disabilities are afforded opportunities to graduate into professions through the current climate of transformation, inclusion and disability policies, various support structures and funding. These opportunities are mitigated by obstacles at both the higher education site and at the workplace. At university, they may experience difficulties in accessing the curriculum, disability units may be limited in the support they can offer, policies may not be implemented, funding is found to be inadequate and the built environment may be inaccessible. Fieldwork poses additional obstacles in terms of public transport which is not accessible to students with disabilities; a lack of higher education support extended to the field sites, and buildings not designed for access by people with disabilities. At both sites, students are impacted by negative attitudes and continued assumptions that disability results from individual deficit, rather than exclusionary practices and pressures. It is in the uniqueness of professional preparation, with its high demands of both theory and practice that poses particular obstacles for students with disabilities. We argue for the development of self-advocacy for students with disabilities, ongoing institutional and societal transformation and further research into the experiences of students with disabilities studying for professional degrees.

Preparation of students with disabilities to graduate into professions in the South African context of higher learning: Obstacles and opportunities

PubMed Central

Walton, Elizabeth

2016-01-01

Background Persons with disabilities continue to be excluded from professions in South Africa despite legislation on non-discrimination and equity. Objectives We sought to identify both the opportunities and obstacles that students with disabilities face in professional degrees. Method Selected texts from the South African and international literature were analysed and synthesised. Results Students with disabilities are afforded opportunities to graduate into professions through the current climate of transformation, inclusion and disability policies, various support structures and funding. These opportunities are mitigated by obstacles at both the higher education site and at the workplace. At university, they may experience difficulties in accessing the curriculum, disability units may be limited in the support they can offer, policies may not be implemented, funding is found to be inadequate and the built environment may be inaccessible. Fieldwork poses additional obstacles in terms of public transport which is not accessible to students with disabilities; a lack of higher education support extended to the field sites, and buildings not designed for access by people with disabilities. At both sites, students are impacted by negative attitudes and continued assumptions that disability results from individual deficit, rather than exclusionary practices and pressures. Conclusion It is in the uniqueness of professional preparation, with its high demands of both theory and practice that poses particular obstacles for students with disabilities. We argue for the development of self-advocacy for students with disabilities, ongoing institutional and societal transformation and further research into the experiences of students with disabilities studying for professional degrees. PMID:28730040

Increasing positive attitudes toward individuals with disabilities through community service learning.

PubMed

Lawson, Janelle E; Cruz, Rebecca A; Knollman, Gregory A

2017-10-01

Providing equal-status contact between those with and without disabilities can improve attitudes and reduce discrimination toward individuals with disabilities. This study investigated community service learning as a means by which to provide college students with equal-status contact with individuals with disabilities and increase their positive attitudes toward those with disabilities. A total of 166 college students in one university in the United States enrolled in an Introduction to Disability course received content on disability in society and participated in community service involving 20h of direct contact with individuals with disabilities. Findings indicated that college students who had prior contact with individuals with disabilities had more positive attitudes toward individuals with disabilities than college students who did not have prior contact at the start of the course. For the college students who did not have any prior contact, their attitudes toward individuals with disabilities became significantly more positive at the end of the community service learning course. Implications and suggestions for future research are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

Effects of Badminton on Physical Developments of Males with Physical Disability

ERIC Educational Resources Information Center

Yüksel, Mehmet Fatih

2018-01-01

This study was realized in order to determine the features of the male badminton players with physical disability, and to examine the effects of badminton on physical developments of individuals with physical disability. Totally 59 males voluntarily participated in the study, 35 of whom were male badminton players with physical disability (n = 35,…

ACCESS Earth: Promoting Accessibility to Earth System Science for Students with Disabilities

NASA Astrophysics Data System (ADS)

Locke, S. M.; Cohen, L.; Lightbody, N.

2001-05-01

ACCESS Earth is an intensive summer institute for high school students with disabilities and their teachers that is designed to encourage students with disabilities to consider careers in earth system science. Participants study earth system science concepts at a Maine coastal estuary, using Geographic Information Systems, remote sensing, and field observations to evaluate the impacts of climate change, sea level rise, and development on coastal systems. Teachers, students, and scientists work together to adapt field and laboratory activities for persons with disabilities, including those with mobility and visual impairments. Other sessions include demonstrations of assistive technology, career discussions, and opportunities for students to meet with successful scientists with disabilities from throughout the U.S. The summer institute is one of several programs in development at the University of Southern Maine to address the problem of underrepresentation of people with disabilities in the earth sciences. Other projects include a mentoring program for high school students, a web-based clearinghouse of resources for teaching earth sciences to students with disabilities, and guidebooks for adaptation of popular published earth system science curricula for disabled learners.

Dating persons with physical disabilities: the perceptions of South Africans without disabilities.

PubMed

Hunt, Xanthe; Swartz, Leslie; Carew, Mark Thomas; Braathen, Stine Hellum; Chiwaula, Mussa; Rohleder, Poul

2018-02-01

There is good reason to believe that the attitudes of persons without disability towards dating a person with a physical disability might be unfavourable. However, in general, and in the Global South in particular, there is a dearth of research in this area. This study sought to take the first step in addressing this lack of enquiry, by surveying the attitudes of a general population sample in South Africa towards dating people with physical disabilities, using a vignette. Data from 1723 survey respondents were analysed thematically. Findings reveal largely negative attitudes towards people with physical disabilities. Respondents without disability perceived numerous barriers to dating a person with a physical disability, including social stigma, anxiety and concerns about the burden of care they believed such a relationship would place upon them. However, there was some evidence to suggest that some positive attitudes do exist, and a few respondents were open to dating a person with physical disabilities. Findings contribute to a nuancing and expanding of the 'myth of asexuality' among physically disabled people by showing that people with physical disabilities are actively desexualised by persons without disability. Future research is needed to explore how the inclusive attitudes, of which we did find evidence here, can be further cultivated.

An educational rationale for deaf students with multiple disabilities.

PubMed

Ewing, Karen M; Jones, Thomas W

2003-01-01

Deaf students with with multiple disabilities have a long history of limited opportunity, including limited access to educational opportunities available to their deaf peers. This article places the individual needs of deaf students with multiple disabilities in the context that guides much of deaf education--the importance of language acquisition. That emphasis provides a basis for placement and curriculum options for deaf students with multiple disabilities. The authors review the evolution of placement options, describe assumptions that should guide placement and curriculum decisions, and recommend practices for optimizing these students' education. Descriptions of three service delivery models--multidisciplinary, interdisciplinary, and transdisciplinary--are provided, as well as an overview of the effectiveness of person-centered planning for deaf students with multiple disabilities. Disability-specific resources are highlighted that relate to mental retardation, autism, visual impairments, learning disabilities, attention deficit hyperactivity disorder, emotional disorders, medical issues, and general resources.

Access to polling places in the 2004 Presidential election: the experience of one metropolitan midwestern city.

PubMed

Pohl, Patricia S; Froehlich-Grobe, Katherine; McKiernan, Brian; Vacek, Kris M; Donnelly, Michael; Gaughan, Julia Gilmore

2006-01-01

According to federal law, polling places must be accessible to persons with disabilities. The rate of compliance with these laws, however, is not known. Our purpose was to determine whether polling places in the Greater Kansas City area were physically accessible to persons with disabilities. Students, faculty, and staff members from four professional programs representing two universities completed surveys at 128 polling places on the day of the 2004 Presidential election. Over the 14 items of interest, compliance ranged from 75% to 99%. The highest rate of deficiencies was found in the lack of a ramp with a handrail to the entrance of the polling place. Only 43% of the polling places were compliant in all of the 14 survey items. Despite laws mandating that polling places be accessible to persons with disabilities, restrictions in access persist. Persons with disabilities may still find polling places inaccessible on Election Day.

From Policy to Practice in Higher Education: The Experiences of Disabled Students in Norway

ERIC Educational Resources Information Center

Brandt, Synnove

2011-01-01

Knowledge about disabled students in higher education is fragmented. It is therefore difficult to assess whether policy goals actually promote better conditions for disabled students. The aim of this article is to take a closer look at the experiences of disabled students in Norway and, in light of policy goals, to identify obstacles in the higher…

The Mainstream Problems Coping Students with Hearing Disability in Najran Region

ERIC Educational Resources Information Center

Saleem, Suhib Saleem

2017-01-01

This study aimed to explore the problems facing the students with hearing disability in Najran region based on gender, study stage, and type of disability. The sample of the study consisted of 17 males, 13 females, 16 students with hearing disability in the intermediate stage, and 14 students in the secondary stage in public schools. While the…

How Well Does the Theory of Planned Behavior Predict Graduation among College and University Students with Disabilities?

ERIC Educational Resources Information Center

Fichten, Catherine S.; Nguyen, Mai Nhu; Amsel, Rhonda; Jorgensen, Shirley; Budd, Jillian; Jorgensen, Mary; Asuncion, Jennison; Barile, Maria

2014-01-01

The goal of this research was to develop a model to predict which students with disabilities will drop out before graduation and to investigate the drop out pattern of students with disabilities. To accomplish this we evaluated potential predictors of persistence and drop-out among 611 college and university students with various disabilities and…

The Learning-to-Learn Strategies of Adolescent Students with Disabilities: Highlighting, Note Taking, Planning, and Writing Expository Texts

ERIC Educational Resources Information Center

Englert, Carol Sue; Mariage, Troy V.; Okolo, Cynthia M.; Shankland, Rebecca K.; Moxley, Kathleen D.; Courtad, Carrie Anna; Jocks-Meier, Barbara S.; O'Brien, J. Christian; Martin, Nicole M.; Chen, Hsin-Yuan

2009-01-01

This study focuses on an examination of the learning-to-learn strategies of seventh-grade students as they highlight, take notes, plan, organize, and write expository texts. Participants consist of 125 students, 41 with disabilities and 84 without disabilities. The results reveal that the students with disabilities have more difficulties in using…

Identifying Evidence Based Transition Strategies and the Barriers to Effective Transition Planning for Students with Learning Disabilities

ERIC Educational Resources Information Center

Meade, Shawn Brooks

2017-01-01

Transition planning has become an important topic in special education because it is a method for ensuring that students with disabilities are best prepared for life after high school. Students with disabilities tend to have more challenges with postsecondary success when compared to their non-disabled peers. In particular, students with learning…

Comprehensive Literacy Instruction, Interprofessional Collaborative Practice, and Students With Severe Disabilities.

PubMed

Erickson, Karen A

2017-05-17

The purpose of this clinical focus article is to briefly describe comprehensive emergent and conventional literacy instruction for students with severe disabilities. Specific attention is given to interprofessional collaborative practice and the roles of team members in planning and delivering instruction. A rationale for the delivery of comprehensive instruction that balances skill and meaning emphases is provided with reference to new college and career readiness standards, the literature on literacy acquisition for students without disabilities, and, when possible, the literature on literacy acquisition for students with severe disabilities. Specific instructional approaches are presented to demonstrate how teams can actively engage students with severe disabilities in instruction that is collaborative, participatory, and interactive. Successful provision of comprehensive literacy instruction that allows students with severe disabilities to achieve conventional literacy takes time and the efforts of a collaborative interprofessional team. Speech-language pathologists play a critical role on these teams as they ensure that students with severe disabilities have the language and communication supports they need to be successful.

Advisor Knowledge of Disability-Related Needs, Laws, and Accommodation Requirements in Postsecondary Academic Advisement Practices

ERIC Educational Resources Information Center

Young, Rebekah Elizabeth

2013-01-01

Since the passage of the Rehabilitation Act of 1973 and the Americans with Disabilities Act in 1990, enrollment of students with disabilities in higher education has risen. In 2007-2008, approximately 11% of undergraduate students reported having some type of disability (U.S. NCES, 2012). Since disability disclosure is optional for students in…

Undergraduate physiotherapy education in Malawi--the views of students on disability.

PubMed

Amosun, S; Kambalametore, S; Maart, S; Ferguson, G

2013-06-01

The College of Medicine in Malawi offers an undergraduate physiotherapy programme which started in 2010. The programme aims at training competent physiotherapists who can address the needs of people with disabilities. Therefore it is important to ensure that the perceptions of physiotherapy students towards disability are appropriate. The study explored the views of the first cohort of physiotherapy students (n=19) in the pre-medical class in the College of Medicine, University of Malawi, on disability. An audit of the views of premedical physiotherapy students was carried out in 2010 using the Q methodology. Two independent factors emerged which captured the views of 19 students on disability. Most of the views expressed suggest that the students empathised with people with disabilities. Participants perceived that people with disabilities can have a good quality of life like everyone else, and are as intelligent as people without disabilities. However, some participants also expressed some discomfort when around people with disabilities. While there was consensus on some positive views, the negative viewpoints have the potential to act as a barrier to the rehabilitation of people with disabilities. The curriculum should ensure that the positive views are reinforced throughout the training programme, while the negative viewpoints are reversed.

The impact of humorous media on attitudes toward persons with disabilities.

PubMed

Smedema, Susan Miller; Ebener, Deborah; Grist-Gordon, Virginia

2012-01-01

To examine the relationship between disability-related humor and attitudes toward persons with disabilities in business students (i.e. "future employers"). Students watched one of two films designed to reduce negative attitudes toward persons with disabilities (one humorous in tone and the other serious in tone) or no film at all, and completed a measure of attitudes toward persons with disabilities. Results indicated that, after controlling for previous contact with persons with disabilities, age, and gender, students who watched the humorous film reported significantly more positive attitudes toward persons with disabilities. Disability humor may be an effective means of positively influencing attitudes toward persons with disabilities in future employers. [ • The acceptance and integration of persons with disabilities into society continues to be limited by negative attitudes.• Previous research has shown that employers with positive attitudes toward persons with disabilities maybe more likely to hire a person with a disability than employers with negative attitudes.• In this study, students who watched a humorous film reported significantly more positive attitudes toward persons with disabilities than students who watched a serious film or no film at all.• Consequently, it may be beneficial to embed disability humor into job-placement strategies in order to improve attitudes and positively influence hiring decisions.

Computer Assisted Instruction to Promote Comprehension in Students with Learning Disabilities

ERIC Educational Resources Information Center

Stetter, Maria Earman; Hughes, Marie Tejero

2011-01-01

Reading comprehension is a crucial skill for academic success of all students. Very often, students with learning disabilities struggle with reading skills and since students learn new information in school by reading; these difficulties often increase the academic struggles students with learning disabilities face. The current study examined…

High Stakes? Considering Students with Mild Intellectual Disability in Accountability Systems

ERIC Educational Resources Information Center

Bouck, Emily C.

2013-01-01

The assessment participation of students with disabilities is now an important part of students' education and educational decision-making. While much attention has been paid to the participation of students with significant intellectual disability, little research exists regarding the extent to which students with mild intellectual disability…

Investigation of Raising Burden of Children with Autism, Physical Disability and Mental Disability in China

ERIC Educational Resources Information Center

Xiong, Nina; Yang, Li; Yu, Yang; Hou, Jiaxun; Li, Jia; Li, Yuanyuan; Liu, Hairong; Zhang, Ying; Jiao, Zhengang

2011-01-01

The family economic burden of raising autistic children, physical disabled children and mental disabled children were evaluated in China. 227 parents of children with autism, children with physical disability, children with mental disability and normal children were interviewed for children's costs, family income and economic assistance, etc. The…

Screening for Learning Disabilities in Adult Basic Education Students

ERIC Educational Resources Information Center

Reynolds, Sharon L.; Johnson, Jerry D.; Salzman, James A.

2012-01-01

The extant literature offers little to describe the processes for screening students in adult basic education (ABE) programs for potential learning disabilities, referring adult students for diagnostic assessment, or barriers to obtaining diagnostic assessment for a learning disability. Without current documentation of a learning disability, ABE…

Restrictions of physical activity participation in older adults with disability: employing keyword network analysis

PubMed Central

Koo, Kyo-Man; Kim, Chun-Jong; Park, Chae-Hee; Byeun, Jung-Kyun; Seo, Geon-Woo

2016-01-01

Older adults with disability might have been increasing due to the rapid aging of society. Many studies showed that physical activity is an essential part for improving quality of life in later lives. Regular physical activity is an efficient means that has roles of primary prevention and secondary prevention. However, there were few studies regarding older adults with disability and physical activity participation. The purpose of this current study was to investigate restriction factors to regularly participate older adults with disability in physical activity by employing keyword network analysis. Two hundred twenty-nine older adults with disability who were over 65 including aging with disability and disability with aging in type of physical disability and brain lesions defined by disabled person welfare law partook in the open questionnaire assessing barriers to participate in physical activity. The results showed that the keyword the most often used was ‘Traffic’ which was total of 21 times (3.47%) and the same proportion as in the ‘personal’ and ‘economical’. Exercise was considered the most central keyword for participating in physical activity and keywords such as facility, physical activity, disabled, program, transportation, gym, discomfort, opportunity, and leisure activity were associated with exercise. In conclusion, it is necessary to educate older persons with disability about a true meaning of physical activity and providing more physical activity opportunities and decreasing inconvenience should be systematically structured in Korea. PMID:27656637

Using Peer-Mediated Literacy-Based Behavioral Interventions to Increase First Aid Safety Skills in Students With Developmental Disabilities.

PubMed

Kearney, Kelly B; Brady, Michael P; Hall, Kalynn; Honsberger, Toby

2017-08-01

Many adolescents with developmental disabilities do not learn the safety skills needed to maintain physical well-being in domestic and community environments. Literacy-based behavioral interventions (LBBIs) that combine print, pictures, and behavioral rehearsal are effective for promoting acquisition and maintenance of self-care skills, but have not been investigated as safety skill intervention. Also, LBBIs have primarily been implemented by teachers and other professionals. In this study, a peer partner was taught to deliver an LBBI story to students so they would learn to perform a basic first aid routine: cleaning and dressing a wound. Results showed that students' accuracy with the first aid routine increased after a peer delivered the LBBI instructional package, and maintained after the peer stopped delivering it. This study demonstrates the effectiveness of the LBBI instructional package for teaching first aid safety skills, and extends previous research showing the efficacy of peers in delivering this intervention.

Being reasonable: supporting disabled nursing students in practice.

PubMed

Tee, Steve R; Owens, Kathy; Plowright, Sharon; Ramnath, Paro; Rourke, Sue; James, Claire; Bayliss, Jane

2010-07-01

To analyse recurring adjustments made in practice settings and the support strategies put in place to enable disabled students to achieve the levels of proficiency required on pre-registration nursing programmes. Legislative and regulatory changes in the UK require higher education institutions to make reasonable adjustments for disabled students whose needs must be considered and adjustments made before their programmes of study begin. The student practice learning advisor's (SPLA) primary role is to support disabled students and to operationalise recommended adjustments in practice. An evaluative case study design was employed to analyse the work of the SPLA over 12 months using progression data, individual interviews and reflective accounts. The evaluation illustrates the need for support throughout the student's programme which appears to reach a peak in the final year. Disabled students required 20% more contact time than their non-disabled peers. Operationalising adjustments requires attention to inter-disciplinary, practical and communication considerations. Implementing adjustments in practice requires a multi-disciplinary approach in order to support disabled students, and their mentors and to enable the development and application of coping strategies to overcome potential restrictions. The SPLA provides an essential role in ensuring opportunities for the disabled student to succeed are maximised. Copyright 2009 Elsevier Ltd. All rights reserved.

Women, disability, and sport and physical fitness activity: the intersection of gender and disability dynamics.

PubMed

Blinde, E M; McCallister, S G

1999-09-01

This study explores the often overlooked experiences of women with physical disabilities in the sport and physical fitness activity domain. Interviews with 16 women with a physical disability (age range of 19-54 years) revealed the following major themes: (a) participation in fitness-related as opposed to sport-related activities, (b) participation to maintain the functional level of the body and preserve existing capabilities, (c) intrinsic nature of gains derived from participation (perceived competence, enhanced view of body, motivational outlet, control in life), and (d) perceived differences in the sport and physical fitness activity experiences of men and women with disabilities. Findings support the notion that gender and disability interact in the sport and physical fitness context for women with physical disabilities.

Longitudinal mathematics development of students with learning disabilities and students without disabilities: a comparison of linear, quadratic, and piecewise linear mixed effects models.

PubMed

Kohli, Nidhi; Sullivan, Amanda L; Sadeh, Shanna; Zopluoglu, Cengiz

2015-04-01

Effective instructional planning and intervening rely heavily on accurate understanding of students' growth, but relatively few researchers have examined mathematics achievement trajectories, particularly for students with special needs. We applied linear, quadratic, and piecewise linear mixed-effects models to identify the best-fitting model for mathematics development over elementary and middle school and to ascertain differences in growth trajectories of children with learning disabilities relative to their typically developing peers. The analytic sample of 2150 students was drawn from the Early Childhood Longitudinal Study - Kindergarten Cohort, a nationally representative sample of United States children who entered kindergarten in 1998. We first modeled students' mathematics growth via multiple mixed-effects models to determine the best fitting model of 9-year growth and then compared the trajectories of students with and without learning disabilities. Results indicate that the piecewise linear mixed-effects model captured best the functional form of students' mathematics trajectories. In addition, there were substantial achievement gaps between students with learning disabilities and students with no disabilities, and their trajectories differed such that students without disabilities progressed at a higher rate than their peers who had learning disabilities. The results underscore the need for further research to understand how to appropriately model students' mathematics trajectories and the need for attention to mathematics achievement gaps in policy. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Vital Signs: Disability and Physical Activity — United States, 2009–2012

PubMed Central

Carroll, Dianna D.; Courtney-Long, Elizabeth A.; Stevens, Alissa C.; Sloan, Michelle L.; Lullo, Carolyn; Visser, Susanna N.; Fox, Michael H.; Armour, Brian S.; Campbell, Vincent A.; Brown, David R.; Dorn, Joan M.

2014-01-01

Background Adults with disabilities are less active and have higher rates of chronic disease than the general population. Given the health benefits of physical activity, understanding physical activity, its relationship with chronic disease, and health professional recommendations for physical activity among young to middle-age adults with disabilities could help increase the effectiveness of health promotion efforts. Methods Data from the 2009–2012 National Health Interview Survey (NHIS) were used to estimate the prevalence of, and association between, aerobic physical activity (inactive, insufficiently active, or active) and chronic diseases (heart disease, stroke, diabetes, and cancer) among adults aged 18–64 years by disability status and type (hearing, vision, cognitive, and mobility). The prevalence of, and association between, receiving a health professional recommendation for physical activity and level of aerobic physical activity was assessed using 2010 data. Results Overall, 11.6% of U.S. adults aged 18–64 years reported a disability, with estimates for disability type ranging from 1.7% (vision) to 5.8% (mobility). Compared with adults without disabilities, inactivity was more prevalent among adults with any disability (47.1% versus 26.1%) and for adults with each type of disability. Inactive adults with disabilities were 50% more likely to report one or more chronic diseases than those who were physically active. Approximately 44% of adults with disabilities received a recommendation from a health professional for physical activity in the past 12 months. Conclusions Almost half of adults with disabilities are physically inactive and are more likely to have a chronic disease. Among adults with disabilities who visited a health professional in the past 12 months, the majority (56%) did not receive a recommendation for physical activity. Implications for Public Health These data highlight the need for increased physical activity among persons with disabilities, which might require support across societal sectors, including government and health care. PMID:24807240

The Effects of the Unified Sports Basketball Program on Special Education Students' Self-Concepts: Four Students' Experiences

ERIC Educational Resources Information Center

Briere, Donald E., III; Siegle, Del

2008-01-01

Unified Sports is Special Olympics' response to the inclusion movement. The program includes both students with disabilities and students without disabilities working together in athletic competitions. We describe 4 students who participated in the program: 3 females and 1 male. The students' disabilities varied and included mobile impairment,…

Understanding Social Skill Deficits of Mainstreamed Learning Disabled Students and Specialized Strategies Teachers Can Use To Foster Greater Social Acceptance.

ERIC Educational Resources Information Center

Polirstok, Susan Rovet

Utilizing specialized classroom strategies to foster greater social acceptance of mainstreamed learning disabled students may be more efficient than having school personnel constantly involved in resolving student-to-student conflicts and assuaging hurt student feelings. Learning disabled students assigned to mainstream classes often present…

The role of physical activity and diabetes status as a moderator: functional disability among older Mexican Americans.

PubMed

Palmer, Raymond F; Espino, David V; Dergance, Jeannae M; Becho, Johanna; Markides, Kyriakos

2012-11-01

we investigate the temporal association between the rate of change in physical function and the rate of change in disability across four comparison groups: Those with and without diabetes who report >30 min of physical activity per day, and those who report <30 min of physical activity per day. six waves of longitudinal data from the Hispanic Established Population for Epidemiologic Studies of the Elderly were utilised. At baseline, there were a total of 3,050 elder participants aged 65 years old or greater. The longitudinal rates of change in disability and physical function were compared by the diabetes status (ever versus none) and the physical activity status (less than or greater than or equal to 30 min per day). disability and physical function data were analysed using a latent growth curve modelling approach adjusted for relevant demographic/health-related covariates. There were statistically significant longitudinal declines in physical function and disability (P < 0.001) in all groups. Most notable, the physical activity status was an important moderator. Those with >30 min of activity demonstrated better baseline function and less disability as well as better temporal trajectories than those reporting <30 min of physical activity per day. Comparisons between diabetes statuses within the same physical activity groups showed worse disability trajectories among those with diabetes. a longitudinal decline in physical function and disability is moderated most notably by physical activity. The diabetes status further moderates decline in function and disability over time. Increased physical activity appears to be protective of disability in general and may lessen the influence of diabetes-related disability in older Mexican Americans, particularly at the end of life.

The Role of the Occupational and Physical Therapist in Assistive Technology. Tech Use Guide: Using Computer Technology.

ERIC Educational Resources Information Center

Reed, Penny; Bowser, Gayl

This guide defines assistive technology as specialized hardware and software equipment used by students with disabilities to increase their ability to participate in tasks of learning and daily living and function as independently as possible. Types of assistive technology are listed, and information resources about assistive technology are noted.…

The Selection of Tangible Symbols by Educators of Students with Visual Impairments and Additional Disabilities

ERIC Educational Resources Information Center

Trief, Ellen; Bruce, Susan M.; Cascella, Paul W.

2010-01-01

Tangible symbols are objects or partial objects that can be physically manipulated and that share a perceptual relationship with what they represent, known as the referent. They make fewer demands on memory and representational ability, making them an appropriate expressive form of communication for individuals with visual impairments and…

Using Visual Literacy to Help Adolescents Understand How Images Influence Their Lives

ERIC Educational Resources Information Center

Zambo, Debby M.

2009-01-01

Students with physical disabilities face challenges because of the way they look, communicate, or behave. What children see--the visual--is often central to what they think, and in today's world the thinking of adolescents is being influenced by images more than ever before. Both still and moving images are capturing the attention of adolescents…

Study of Man-Machine Communications Systems for Disabled Persons (The Handicapped). Volume V. Final Report.

ERIC Educational Resources Information Center

Kafafian, Haig

Instructions are given for teaching severely physically and/or neurologically handicapped students to use the 14-key Cybertype man-machine communications system, an electric writing machine with a simplified keyboard to enable persons with limited motor ability or coordination to communicate in written form. Explained are the various possible…

Negotiating a Curriculum Balance: Perceptions of Special Education Teachers and Administrators Regarding Alternate Assessments in Oklahoma

ERIC Educational Resources Information Center

Modenbach, Joy Lynn

2015-01-01

This qualitative study sought to understand how teachers and administrators navigate the state and federal requirements for students with severe and profound disabilities in regards to alternate standards and assessments. Special education teachers must balance the required curriculum while continuing to meet the physical and emotional needs of…

"That Was Me!": Applications of the Soundbeam MIDI Controller as a Key to Creative Communication, Learning, Independence and Joy.

ERIC Educational Resources Information Center

Swingler, Tim

This paper describes the "Soundbeam MIDI (Musical Instrument Digital Interface) Controller," which allows even those students who have severe physical disabilities to create interesting aural and musical effects. Soundbeam works by emitting an invisible beam of high frequency sound inaudible to human ears. Even very slight interruptions…

Adapting the Sport Education Model for Children with Disabilities

ERIC Educational Resources Information Center

Presse, Cindy; Block, Martin E.; Horton, Mel; Harvey, William J.

2011-01-01

The sport education model (SEM) has been widely used as a curriculum and instructional model to provide children with authentic and active sport experiences in physical education. In this model, students are assigned various roles to gain a deeper understanding of the sport or activity. This article provides a brief overview of the SEM and…

Evaluating the Use of Behavioral Skills Training to Improve School Staffs' Implementation of Behavior Intervention Plans

ERIC Educational Resources Information Center

Hogan, Ashley; Knez, Nikki; Kahng, SungWoo

2015-01-01

Variations of behavioral skills training (BST) have been used to teach behaviorally oriented skills such as discrete trial teaching, guided compliance, the implementation of the picture exchange system, and safe guarding students with physical disabilities. One area that has not received much attention is evaluating school staff's correct…

Examining the Outcomes of Including Students with Disabilities in a Bullying/Victimization Intervention

ERIC Educational Resources Information Center

Graybill, Emily C.; Vinoski, Erin; Black, Mary; Varjas, Kris; Henrich, Christopher; Meyers, Joel

2016-01-01

Students with disabilities are bullied at rates disproportionate to their typically developing peers, yet we know little about effective interventions to reduce the rates of victimization among students with disabilities across all disability categories. This study examined the effectiveness of the inclusive Bullying/Victimization Intervention…

Promoting Social and Emotional Growth of Students with Disabilities

ERIC Educational Resources Information Center

Darrow, Alice-Ann

2014-01-01

Students with disabilities are often faced with numerous challenges as they progress through their school years. In addition to disability-related challenges, they may encounter additional difficulties such as bullying in school and lack of social acceptance by their peers. It is important that students with disabilities develop competence in…

Gender Discrepancies and Victimization of Students with Disabilities

ERIC Educational Resources Information Center

Simpson, Cynthia G.; Rose, Chad A.; Ellis, Stephanie K.

2016-01-01

Students with disabilities have been recognized as disproportionately involved within the bullying dynamic. However, few studies have examined the interaction between disability status, gender, and grade level. The current study explored the gender discrepancies among students with and without disabilities in middle and high school on bullying,…

Disabled Student Access in an Era of Technology.

ERIC Educational Resources Information Center

Wall, Patricia S.; Sarver, Lee

2003-01-01

Advocates for disabled students now assert that the Americans with Disabilities Act of 1990 (ADA) and the Rehabilitation Act of 1973, which prohibit discrimination against students with disabilities at public and private universities, also require accommodation for Web-based instruction. This article reviews some of the laws and current issues…

Barriers Impacting Students with Disabilities at a Hong Kong University

ERIC Educational Resources Information Center

Gilson, Christie L.; Dymond, Stacy K.

2012-01-01

A qualitative study was conducted to examine the barriers to postsecondary education experienced by students with disabilities in Hong Kong and the impact of those barriers. Data were gathered from six students with disabilities, their instructors, and university staff with whom they interacted to procure disability-related services using…

College Student Disclosure of Non-Apparent Disabilities to Receive Classroom Accommodations

ERIC Educational Resources Information Center

Kranke, Derrick; Jackson, Sarah E.; Taylor, Debbie A.; Anderson-Fye, Eileen; Floersch, Jerry

2013-01-01

College students with psychiatric (non-apparent) disabilities have a much higher dropout rate and tend to underperform academically when compared with peers who do not have non-apparent disabilities. These students are also vulnerable because their disability could delay the development of milestones critical to adulthood. Limited research…

Exploring Barriers to College Student Use of Disability Services and Accommodations

ERIC Educational Resources Information Center

Marshak, Laura; Van Wieren, Todd; Ferrell, Dianne Raeke; Swiss, Lindsay; Dugan, Catherine

2010-01-01

Federal legislation requires most colleges and universities to provide equal access and reasonable accommodations for students with disabilities. However, many students do not fully avail themselves of college disability services and accommodations. It is important for Office of Disability Services (ODS) personnel to understand the reasons for…