Modeling and evaluation of training and competition participation in adapted judo for athletes with intellectual disabilities

Differences in stakeholder perceptions about training evaluation: a concept mapping/pattern matching investigation

Multiple perspectives on training evaluation: probing stakeholder perceptions in a global network development firm

Multiple Perspectives on Training Evaluation: Probing Stakeholder Perceptions in a Global Network Development Firm

Problem Limited research exists regarding the professional development program processes and components used to train instructors to equip students with intellectual and developmental disabilities to receive greater support and access to the benefits of a postsecondary educational experience. Purpose of the Study The principal purpose of this research was to conduct a multiple case study of inclusive postsecondary education (IPSE) programs known as Transition Programs for Students with Intellectual Disabilities (TPSID) and/or Comprehensive Transition Programs (CTP) at institutions of higher education across the United States to examine training provided to instructors teaching students with intellectual and developmental disabilities (IDD) who were enrolled in typical college courses. Method A qualitative, multiple case study design was used. Five IPSE programs across the United States comprised the sample for this study. Two types of sampling were used: convenience sampling and non-probability or purposeful sampling. Convenience sampling was used to select the five IPSE programs based on their willingness to participate and provide the needed documents for analysis. Purposeful sampling was used to select the interview participants based on their ability to provide the most insight and understanding of the instructor training processes. To provide a comprehensive examination of the four research questions related to the training development, components, implementation, and evaluation processes for instructors teaching IPSE program students in typical college courses, interviews of the training affiliates, training observations, and document analysis were conducted within the five programs. Results There is no unified approach to the training of instructors teaching students with IDD in IPSE programs. However, similarities exist in the training development, implementation, and evaluation processes used across programs. In conjunction with knowledge, skills, and practices, potential barriers to success such as the attitudes of instructors must be addressed. The roles of training affiliates in the development, implementation, and evaluation of the training were described. Conclusions The landscape of higher education is changing to provide access and inclusive learning opportunities to a more diverse group of students. There is hope that the institutions of higher education will begin to adopt the teaching and learning practices that best meet the needs of the new and growing group of learner types. Although there has been some progress, much work remains to be done to ensure that instructors are equipped to support the success of students with IDD and other diverse learners.

Studies have reported that persons with developmental disabilities have the lowest rate of labor force participation, relative to other disabilities due to various factors. This paper presents two cases studies of persons with ID who were successfully provided a hybrid supported employment approach of ‘train and place model’ and ‘place and train model’ by the Psychiatric Rehabilitation Services (PRS) team. Conducted a retrospective file review highlighting the process of supported employment approach adapted for persons with ID. The ethical approval was obtained from the Institute Ethical Committee. The hybrid supported employment approach focuses on enhancing client’s vocational potential and skills, prepare for job ready, find a suitable job placement. Further, the approach helped in improving the sense of independence self-esteem and quality of life of the clients. A hybrid supported employment approach could be an effective method in aiding persons with developmental disabilities in India seek, get, and keep jobs; it will also help them deal with unique challenges they face in the workplace as well as loss of or gaps in employment. Involvement of families in the intervention will help minimize negative expressed emotions and distress.

The Accounting and Taxation training that has been provided is expected to provide education to these students. Accounting and taxation are important subjects for them because some of these students attend SMK majoring in Accounting. The training includes an introduction to accounting such as making journals and other bookkeeping, as well as tax training including an introduction to the types of taxes and how to calculate taxes and report tax obligations. The purpose of this study was to describe the participants' satisfaction with (1) evaluation of the training on the level of satisfaction of participants (X1), (2) the level of graduation of the trainees (X2), (3) changes in the behaviour of participants after the training (X3). This research is quantitative descriptive research with a survey method. Measuring the level of satisfaction of participants using a 5-scale questionnaire with respondents totalling 67 participants in accounting and taxation training at the Nurul Ihsan Islamic Boarding School, Tangerang Selatan Banten. The analysis tool uses descriptive. The results of this study indicate that accounting and taxation training has an influence on the development of knowledge and value of accounting and tax reports for students who attend SMK majoring in Accounting.

Transfer of learning through training contributes to clients, managers, and organizations’ success in achieving organizational goals. Therefore, learning gained evaluation is very important to measures transfer of learning and skills development of employees. However, to avoid training evaluation costs, usually institutions are not interested to evaluate its training performance by outside evaluators and consultants. Hence, less expensive self-reporting training evaluation methods are popular to evaluate training participants’ changing performance and their contributions in achieving institutional goals. This paper reviews self-reporting different training evaluation methods and their suitability of using Grameen Bank’s training evaluation in order to measure learning achievement and skills development of the Grameen Bank’s officials. The paper also discusses prospective and retrospective self-reporting methods and compares them with other training measurement methods to find an appropriate training evaluation method for Grameen Bank in Bangladesh.

Multimethod development and investigation of psychometric properties of a new scale of physicians' self-efficacy in caring for adults with intellectual disability.

Intellectual disability (ID) is a lifelong condition characterized by individuals' inability to perform cognitive tasks and participate in daily living activities. While parenting children with ID has been reported to be demanding, studies draw mainly on mothers. In contexts such as the United Arab Emirates (UAE), there is little literature on fathers' involvement in raising children with IDs. The purpose of this study was to explore, from the perspectives of mothers, the extent of fathers' involvement in raising children with ID in the UAE. One hundred and fifty-eight (N = 158) mothers with children with ID completed the fathers' involvement in disability and rehabilitation scale. Mothers who had enrolled their children with ID in special schools or receiving services at rehabilitation centres were invited to participate in this study. The data were subjected to the following analyses: mean computation, multivariate analysis of variance, hierarchical regression, and moderation analysis. The results showed high fatherly support, participation in training, and contribution to the development of their children with ID. However, the mothers' ratings showed the fathers' ambivalence toward parenting children with ID. A relationship was found between attitude and support, as well as marital status and the educational level of mothers, providing insight into the involvement of fathers. The study recommends training programs aimed at improving the attitudes of fathers toward raising children with ID and other study implications.

It is argued that more favourable police attitudes to people with intellectual disability (ID) are essential in meeting the police code of ethics, which stresses impartiality and respect for human dignity. The need to acknowledge and investigate the extent of support for eugenic attitudes in other key professionals who have a significant role in the successful inclusion of people with ID in community settings is discussed. The present paper reports on the evaluation of an awareness training event conducted by the Royal Ulster Constabulary in terms of the impact on attitudes towards people with ID held by police officers. The quasi-experimental design involved the measurement of participants' attitudes prior to and following awareness training, and the comparison of these data with a control group of participants who did not undertake awareness exercises. The Attitudes toward Mental Retardation and Eugenics (AMRE) scale was the instrument used to measure attitudes. Analysis identified the presence of varying degrees of support for the application of eugenic principles to people with ID. Furthermore, the results indicate that participation in the awareness exercise and subsequent discussions is associated with a significant reduction in support for eugenic-based attitudes towards people with ID by the police officers involved. Investment in training events which target attitudes towards people with ID can bring about a shift in reported attitudes. The importance of evaluating such awareness-raising exercises and their impact on police behaviour is highlighted.

ABSTRACTA training course was provided to disseminate good practice in the provision of staffed housing for people with mental handicaps in South East Thames Regional Health Authority. A follow‐up questionnaire of people who attended two years after the course showed that respondents rated the course as a major contributor to their practice. A survey of four London health regions showed much greater development of staffed housing in South East Thames Regional Health Authority, including development in districts which were not committed to this model before the course, than in the other three regions.

Despite the increasing number of people with autism-spectrum disorder (ASD), intellectual disabilities (ID), and developmental disabilities (DDs), individuals with these conditions continue to have high levels of unmet physical and mental health needs. Robust training of health professionals can help bridge this gap. A systematic review was conducted to describe the features and educational outcomes of existing postgraduate medical education curricula to inform the development of future training to address the growing unmet care needs of people with intellectual and developmental disabilities (IDD) such as ASD and ID. Four major databases were searched for peer-reviewed, English-language research focusing on post-graduate training in IDD education. Educational curricula and outcomes were summarized including Best Evidence in Medical Education (BEME) Quality of Evidence and Kirkpatrick training evaluation model. Sixteen studies were identified with a majority published after 2000 (69%). Pediatric departments were involved in 69%, Psychiatry 19%, Medicine-Pediatrics 19%, and Family Medicine 6.3%. Analysis of Kirkpatrick outcomes showed 31% were level 1 (satisfaction or comfort); 38% level 2 (change in objective knowledge or skills); 13% level 3 (change in behavior); and none at level 4. BEME analysis showed 19% of studies were grade 1 (no clear conclusions), 31% grade 2 (ambiguous results), and half (50%) grade 3 (conclusions can probably be based on findings), with none scoring four or higher. There is a paucity of objectively evaluated research in the area. Studies reviewed show clear promise for specialized, interdisciplinary, competency-based education which may be foundational for future curriculum development.

Introduction: Medical therapeutic communication training is conducted at Dr. Pirngadi Regional Hospital, Medan City in order to allow doctors to improve their skills with regard to therapeutic communication. However, a failure to carry out this training evaluation in an optimal manner means that the hospital management has been unable to get a picture of any weaknesses in the training. This study aimed to analyze the evaluation of training at RSUD Dr. Pirngadi, Medan City. Methods: This study was a qualitative research carried out at Dr. Pirngadi Regional Hospital, Medan City. Ten respondents were selected by means of the snowball method. Data was analyzed using thematic analysis. Results: An evaluation of medical therapeutic communication training at a hospital was conducted by looking at the number of training participants in order to meet the needs of hospital accreditation standards, which forms the basis for conducting medical therapeutic communication training in hospitals. Conclusion: Evaluation of the training conducted was not effective enough to indicate the absorption of the training participants of the material provided. This is because the training needs analysis stopped at organizational analysis and was conducted using a demand-led approach. Therefore, it is recommended that the Hospital Education and Training Sector carry out training needs analysis at the Task analysis stage and use a training-centered Approach. Additionally, complementing the training material with pre-test, post-test, and simulation questions will allow the training evaluation to achieve the second level of the Kirkpatrick Model of training evaluation, namely learning.

A Multidisciplinary Evaluation of a Web-based eLearning Training Programme for SAFRON II (TROG 13.01): a Multicentre Randomised Study of Stereotactic Radiotherapy for Lung Metastases

Donalson Silalah, Basically, the government and local governments have made the development of government officers through a program of education and training. Providing education and training is less efficient and effective manner due to the relative unavailability of assessment guidelines and evaluation of education and training. Therefore, this paper aims to build a model of assessment and evaluation of education and training. Models are constructed focused on education and training participant, lecturer, curriculum, organizers and the participants after they return to duty at their respective workplaces.
 Model assessment and evaluation of education and training builds upon the indicators of each aspect. Indicators that are used can be adjusted as needed.
 Based on the models constructed can be known what the obstacles to the implementation of education and training. Based on the constraints that are found to be a solution in the subsequent implementation of education and training.