Field Of Disabilities Research Articles

Who Is Leading the Field in 2020?: AAIDD Students and Early Career Professionals.

The American Association on Intellectual and Developmental Disabilities (AAIDD) has been a leader in the field of intellectual and developmental disabilities since its founding in 1876. Today, student and early career professionals make up approximately 8.5% of the organization, with their engagement supported by the Student and Early Career Professional Interest Network (SECP). An article by Havercamp et al. (2003), "Who Will Lead the Field Beyond 2020?", recommended organizational changes that have been largely addressed in the years following by SECP. The present research replicates Havercamp et al.'s (2003) original survey of the organization's student and early career professionals, and results support the effectiveness of SECP as a welcoming platform from which students and early career professionals can establish themselves in the organization.

The Time Is Now: A FASTER Approach to Generate Research Evidence for Technology-Based Interventions in the Field of Disability and Rehabilitation

Current approaches for generating high-quality research evidence for technology-based interventions in the field of disability and rehabilitation are inappropriate. Prevailing approaches often focus on randomized controlled trials as standard and apply clinical trial practices designed for pharmaceuticals; such approaches are unsuitable for technology-based interventions and are counterproductive to the goals of supporting people with disabilities and creating benefits for society. This communication is designed to: (1) advocate for the use of alternative approaches to generating evidence in the development and evaluation of technology-based interventions; (2) propose an alternative framework and guiding principles; and (3) stimulate action by multiple disciplines and sectors to discuss, adopt, and promote alternative approaches. Our Framework for Accelerated and Systematic Technology-based intervention development and Evaluation Research (FASTER) is informed by established innovation design processes, complex intervention development, evaluation, and implementation concepts as well as our collective experiences in technology-based interventions research and clinical rehabilitation practice. FASTER is intended to be meaningful, timely, and practical for researchers, technology developers, clinicians, and others who develop these interventions and seek evidence. We incorporate research methods and designs that better align with creating technology-based interventions and evidence for integration into practice. We propose future activities to improve the generation of research evidence, enable the selection of research methods and designs, and create standards for evidence evaluation to support rigor and applicability for technology-based interventions. With this communication we aim to improve and advance technology-based intervention integration from conception to use, thus responsibly accelerating innovation to have greater positive benefit for people and society.

Effectiveness of Interdisciplinary Leadership Training for Early Career Professionals in the Field of Developmental Disabilities

The purpose of this paper is to describe the curriculum and self-reported outcomes on measures of interdisciplinary leadership skills for work within the field of developmental disabilities from trainees in one interprofessional training program. The paper highlights one program's curriculum and strategy for capturing self-report survey measures from trainees in cohorts from 2014-2018 (n = 86) on two surveys (Interdisciplinary Attitudes and Skills and Leadership Self-Evaluation Form) and three time points across the training year: before training (T1), mid-year (T2), and after training (T3). Data from 86 trainees are reported including demographics (nearly 80% white, 92% female), non-descriptive statistics due to non-normative samples, and tertiles demonstrating changes between time points. Significant differences between medians are reported between T1-T3 specifically related to utilizing interdisciplinary skills and gains in leadership competencies. Specific utilization of skills was reported to be 'Greatly' attributable to the LEND program related to sharing ideas and asking for help across disciplines. Trainees' self-report from before training to after training indicates an increase in competence and utilization of interdisciplinary skills to be expected from participation in the curriculum. Self-report measures are.

Training in Qualitative Research Methods for Professionals working with Persons with Disabilities

Disability, CBR and Inclusive Development aims to enhance knowledge in the field of disability and inclusive development, addressing the needs of practitioners, policy makers, DPOs and the scientific community.

Inclusive Education and Disabilities: Narratives from Ghana

Disability, CBR and Inclusive Development aims to enhance knowledge in the field of disability and inclusive development, addressing the needs of practitioners, policy makers, DPOs and the scientific community.

Healthcare-seeking Behaviour among Working Women with Disability in Karnataka, India

Disability, CBR and Inclusive Development aims to enhance knowledge in the field of disability and inclusive development, addressing the needs of practitioners, policy makers, DPOs and the scientific community.

Ground Realities of Autism Spectrum Disorders in Sri Lanka

Disability, CBR and Inclusive Development aims to enhance knowledge in the field of disability and inclusive development, addressing the needs of practitioners, policy makers, DPOs and the scientific community.

Evolution from Negative Identity to affirmation of ‘Disability Identity’: Life story of a Woman with Spina Bifida in India

Disability, CBR and Inclusive Development aims to enhance knowledge in the field of disability and inclusive development, addressing the needs of practitioners, policy makers, DPOs and the scientific community.

"I Need to Love and to Be Loved": Perspective of Young Adults with Hearing Loss in Kabul-Afghanistan

Disability, CBR and Inclusive Development aims to enhance knowledge in the field of disability and inclusive development, addressing the needs of practitioners, policy makers, DPOs and the scientific community.

Comprehensive Management of People with Cerebral Palsy: An Indian Perspective

Disability, CBR and Inclusive Development aims to enhance knowledge in the field of disability and inclusive development, addressing the needs of practitioners, policy makers, DPOs and the scientific community.

Effectiveness of Caregiver Education for Prevention of Shoulder Pain in Acute Stroke Survivors: A Randomised Controlled Trial

Disability, CBR and Inclusive Development aims to enhance knowledge in the field of disability and inclusive development, addressing the needs of practitioners, policy makers, DPOs and the scientific community.

Scaling of Organisations of Persons with Disabilities: A Case Study in the People’s Democratic Republic of Lao

Disability, CBR and Inclusive Development aims to enhance knowledge in the field of disability and inclusive development, addressing the needs of practitioners, policy makers, DPOs and the scientific community.

The Land of Unequal Opportunities

Disability, CBR and Inclusive Development aims to enhance knowledge in the field of disability and inclusive development, addressing the needs of practitioners, policy makers, DPOs and the scientific community.

Teaching English As A Foreign Language To Students With Learning Disabilities

Foreign language study is an increasingly prominent part of education everywhere. Not only are high school students nearly always required to study a foreign language, but many lower and middle schools have added foreign languages to their curricula, whether as enrichment or a requirement. While it has long been recognized in the learning disabilities field that foreign language study would be a terrific challenge to learning disabled students, somehow this fact has been widely ignored in the field of foreign language instruction and in schools in general until very recently. The following article looks into the ways to teach foreign languages to students with learning disabilities.

PHinisheD! Now what??: Early career experiences in sensory disability fields

PHinisheD! Now what??: Early career experiences in sensory disability fields

Estimated Effects of Web-Based Course from Adult Vocational Students’ Perspective—A PFA Course in Scandinavian Intellectual Disability Practice

In Scandinavia, the field of intellectual disability (ID) practice lacks specific course, professional training, theoretical foundation, guidelines, and practice consensus. However, Pedagogiskt Förhållnings-och Arbetsätt (PFA model) has the potential to offer a pedagogical attitude and a way of working within ID practice. PFA was developed in the context of Swedish ID practice and has attracted national and European interest. Most staff working in ID practice in Scandinavia are educated to upper secondary school (adolescent students) level or vocational course (adult students) level. In the present pilot study, we examined the effects of providing a web-based PFA course as a complement to the Swedish national curriculum. The aim of this pilot study was to assess the effects of self-assessed knowledge and learning using a web-based PFA course intervention on an adult vocational course. The study involved a quantitative intervention approach involving two equivalent groups in an experimental design: an experimental group (n = 12) and a comparison group (n = 46). These groups were administered a pre-test and a post-test questionnaire that estimated their knowledge of the course through self-reporting tests. The findings provide empirical evidence of the informed and sustained use of knowledge building through complementary web-based PFA courses.

TĖVŲ, AUGINANČIŲ AUTIZMĄ TURINČIUS VAIKUS, POŽIŪRIO Į VAIKO ATEITĮ NARATYVASTĖVŲ, AUGINANČIŲ AUTIZMĄ TURINČIUS VAIKUS, POŽIŪRIO Į VAIKO ATEITĮ NARATYVAS

Young people with disabilities are one of the most sensitive groups of society because they are discriminated against by stereotypes of disability, sewing in the labor market and education. This is acknowledged by organizations operating in the field of international human rights and disability, which are mentioned in documents protecting the rights of persons with disabilities, are reflected in the researches of Lithuanian and foreign scientists. A child’s autism diagnosis affects every member of the family in different ways. Parents / caregivers must now place their primary focus on helping their child with ASD, which may put stress on their marriage, other children, work, finances, and personal relationships and responsibilities. The theoretical part of the article examines disabilities, conceptual basics of a autism. The empirical part is compliant with a provision that a human life can be understood by analysing one’s experience, opinions, worldview, and context. The justification of the research methodology – narrative analysis – is presented. The study involves demographic characteristics of fourth people – parents (male sex), circumstances of research data collection, the role of the researcher is revealed. Data processing is carried out in accordance with the methodological requirements of the dialogical narrative analysis. Conclusions are drawn with regard to the phenomenon – perception of the career of young people with slight intellectual disabilities.

A Decade Review of Single‐Case Graph Construction in the Field of Learning Disabilities

AbstractSingle‐case research designs (SCRDs) are rigorous methods used to investigate the effects of interventions on socially important outcomes. A hallmark of SCRDs is repeated measurement of observable behavior presented in time‐series graphs. The construction of time‐series graphs can inflate Type I or Type II errors made via visual analysis. In the current investigation, we included all SCRDs published in four flagship journals in the field of learning disabilities (Journal of Learning Disabilities, Learning Disabilities Quarterly, Learning Disabilities Research & Practice, Journal of Learning Disabilities: A Contemporary Journal) over the last decade. A total of 47 studies including 315 graphs were included. Our findings suggest that ordinate scaling was appropriate across a majority of graphs; graphs, however, did not adhere to recommendations for x:y ratio or DPPXYR.

What is Research on Disability? Looking Backward to See Forward

Designating disability as an object of research was both the condition for the emergence of the field of disability theology and a paradoxical source of its continuing aporias. One such problematic conceptual dead end is the division in the academic field of religion and disability that has arisen between traditional theological discourse and social scientific approaches to investigating disability. By highlighting the inherent instability of disability definitions on which much social scientific research rests, this paper invites renewed engagement with history and tradition as conversation partners for disability theology. By proposing a critical hermeneutic of tradition, it aims to widen and integrate the range of methodological approaches available to theological investigators of disability.

Understanding of the prevalence of depression in a sample of gifted children by identifying the developmental trajectory of risk and protective factors

IntroductionDevelopmental studies in infancy remain rare. Studies measuring depressive symptoms in gifted children are contradictory, considering more anxiety or depression than in non-gifted children. Furthermore, questionnaires or anxiety scales are used without taking into account all aspects of mood disorders and thus, rarely depression scales have been conducted.ObjectivesTo refine the developmental trajectory of depression in a national sample of French gifted children by identification of the specific risk and protective factors.MethodsA self-reported depression scale MDI-C (Multiscore-Depression-Inventory-for-Children) were sent to families to be administered to their gifted children from preschool to high school, aged from 4 to 20 years-old (IQ >125) looking for help from gifted associations. A larger wave of data collection on different aspects of child and family history was collected (pregnancy, term and delivery mode, neonatal period, psychomotor development, health, schooling, interpersonal relationships with family and friends, personality, parental socio-economic status).Results438 children (> 130) were eligible. Regarding anamnestic fields, Exploratory-Factor-Analysis highlighted six predictive factors of depression with eigenvalues from 1.09 to 3.17. Major factors explaining 62.96% of total variance are: Factor-1 “motor skills disorder” (14.53%). Factor-2 “positive family relationships” (14.04%). Factor-3 “positive social relationships with peers” (14.02%). Factor-4 “integration of social codes” (11.23%). Factor-6 “Learning disabilities and rehabilitation” (10.1%).ConclusionsOur findings highlight specifics risk factors of depression in the field of learning disabilities or social cognition, while a good quality of social relationships since childhood seems to be a preventive factor.DisclosureNo significant relationships.