Disabilities In Rural Areas Research Articles

The Determinants of the Rural Disabled Person’s Behavior of Receiving Rehabilitation

People with disabilities in rural areas form a special social group in straitened circumstances. They are suffering from impairments, activity limitations, and participation restrictions, which make their situation more severe. As a basic civil right for the disabled, rehabilitation service is an important approach to the recovery of their health and a great help for them to step into society confidently. The objective of this study is to survey the rural disabled people with regard to the important factors that affect their behavior of receiving rehabilitation. 373 questionnaires were sent out and 360 questionnaires were returned (96.5% return rate). The regression analysis was used to analyze the determinants of receiving rehabilitation. The Binary Logistic Regression Model showed that individual factors, family factors, disability characteristic factors and cognitive factors had significant influence on the choice of rehabilitation for the rural disabled. Among these factors, the variables like level of education (P < 0.01), life not fully providing for oneself (P < 0.05), level of understanding of rehabilitation service (P < 0.01), degree of satisfaction about work on the disabled (P < 0.05), cognition of rehabilitation demand (P < 0.01), and net income of households (P < 0.1) had significantly positive correlation with the choice. While other variables like the number of the disabled in a family (P < 0.01) and congenital disability (P < 0.01) had significantly negative correlation with the choice. Rehabilitation for the people with disabilities could be improved by enhancing the education of the disabled in rural areas, paying more attention to impoverished disabled family, perfecting and enforcing implement of the rehabilitation policies, raising the work efficiency of the relative agents, and advocating the rehabilitation policies more sufficiently.

Perceived Needs Related to Social Participation of People with Leprosy-related Disabilities and other People with Disabilities in Cambodia: A Qualitative Study

Purpose: The objective of this study was to describe the similarities and differences in perceived needs related to social participation of persons with leprosy-related disabilities and other persons with disabilities in Cambodia, and to suggest key interventions to promote participation in the community. Methods: A cross-sectional study was conducted. People with leprosy-related disabilities were selected at home during field visits or at the rehabilitation centre for people with leprosy in Phnom Penh. People with locomotor disabilities were selected at the rehabilitation centre for persons with disabilities in Phnom Penh and Prey Veng. A pilot-tested, face-to-face semi-structured interview, with open and closed questions, and focus group discussions were used to investigate the perceived needs related to social and economic participation in the community. The interview was based on the International Classification of Functioning, Disability and Health (ICF) model of the WHO. Results: Both groups of people with disabilities struggle with social exclusion in society. People with leprosy-related disabilities, in particular, live below the poverty line of US$ 0.5 per day. Most of the participants lived in rural areas. Participants raised the need for enhanced self-esteem and help in finding jobs. To overcome the difficulty in finding employment, they felt vocational training and microcredit to start businesses, were required. Conclusions: The study found that both groups of people with disabilities have similar needs to improve participation in social and economic life. Rehabilitation centres provide vocational training and microcredit. Self-help groups have also proven effective in reaching poor people with disabilities in rural areas and improving social participation. The authors suggest that it is best to form multi-disability self-help groups to empower all the affected people and help fight poverty.

장애인의 생활체육 참여정도, 만족도가 행복감에 미치는 영향 - 도시와 농촌지역 비교를 중심으로

The purpose of this study compared the happiness and satisfacotin of participation disabilities living with disabilities about athletic participation according to local conditions(urban & rural). The study subjects were 18 years of age or older registered disabled, and convenience sampling in urban and rural areas. The results of this study were as follows. First, the higher the frequency of participation in physical education living with disabilities in rural areas than urban areas. Second, there was a higher life satisfaction compared with disabilities in rural areas, City Area disabilities. Third, were higher than those in urban areas, rural areas, the disabled handicapped in the area of happiness ‘life satisfaction’ and ‘posivtie emotions’. Finally, the influence factors nateu euphoria or rural areas receive significantly the satisfactiono f Sport, Physical Education showed that life satisfaction and frequency of participation in physical education meaningful life in urban areas. The athletic program offers support to social welfare facilities, expanding accessa, sports facility life extension, professional leaders placed based on this result.

Rural disparities in receipt of colorectal cancer screening among adults ages 50–64 with disabilities

BackgroundColorectal cancer is the third leading cause of cancer deaths in the United States. Early detection can reduce mortality; however, only 59% of U.S. adults age 50 and over meet recommended colorectal cancer screening guidelines. Studies in the general population have observed that rural residents are less likely to have received colorectal cancer screening than residents of urban areas. ObjectiveTo determine whether urban/rural disparities in colorectal cancer screening exist among people with disabilities, similar to the disparities found in the general population. MethodsWe analyzed Medical Expenditure Panel Survey annual data files from 2002 to 2008. We conducted logistic regression analyses to examine the relationship between urban/rural residence and ever having received screening for colorectal cancer (via colonoscopy, sigmoidoscopy, or fecal occult blood test). ResultsAmong U.S. adults ages 50–64 with disabilities, those living in rural areas were significantly less likely to have ever received any type of screening for colorectal cancer. The urban/rural difference was statistically significant regardless of whether or not we controlled for demographic, socioeconomic, health, and health care access variables. ConclusionsDisparity in screening for colorectal cancer places rural residents with disabilities at greater risk for late stage diagnosis and mortality relative to people with disabilities in urban areas. Thus, there is a need for strategies to improve screening among people with disabilities in rural areas.

Issues in access to safe drinking water and basic hygiene for persons with physical disabilities in rural Cambodia.

An estimated 1.6 million people die from diarrheal diseases each year due to lack of access to safe water and sanitation, and persons with physical disabilities face additional barriers. In Cambodia, approximately 5% of the population is disabled, presenting substantial obstacles in accessing these basic services. The purpose of this study was twofold: first, to identify the challenges facing persons with physical disabilities in accessing safe household water and basic hygiene in rural Cambodia; and, second, to use these results to generate policy and practice recommendations for the water and sanitation hygiene sector implementing water treatment system interventions in rural settings. Fifteen field interviews were conducted with persons with physical disabilities. Thematic analysis was used to identify six main themes. The results indicated that environmental barriers to access were greater in the workplace than household settings and those persons with disabilities had greater awareness about safe drinking water compared to basic hygiene. Additionally, lack of physical strength, distance to water, and lack of financial means were noted as common access barriers. The findings support ongoing research and offer insight into the particular challenges facing persons with physical disabilities in rural areas in accessing safe drinking water and basic hygiene.

Geographic differences in traumatic brain injury and spinal cord injury rehabilitation

Background/aims: To examine potential geographic differences among individuals with traumatic brain injury (TBI) and spinal cord injury (SCI) in demographics, rehabilitation services/costs, and outcomes at one year follow-up. Methods: 152 participants with TBI from the Missouri Model Brain Injury System and 149 participants with SCI from the Missouri Model Spinal Cord Injury System were enrolled at initial acute or rehabilitation hospitalization and followed for one year. Measures included demographics, rehabilitative services/costs, functional independence measure, residency at discharge, and substance use. Findings: Few differences in demographics or rehabilitation services were found when comparing rural and urban groups, and there were no differences in one year outcomes measured. Conclusions: The results suggest that, contrary to expectations, individuals with severe disabilities in rural areas do not necessarily experience worse outcomes than those in urban areas, indicating potential improvements in access to services in rural areas.

Targeted Transition Assessment Leading to Job Placement for Young Adults with Disabilities in Rural Areas

In rural areas, transition planning for young adults with disabilities presents considerable challenges, including linkage to employment upon completion of special education services. Two assessment programs, described in this article, work in concert to assist transition teachers and youth with disabilities in rural areas and include: (a) web-based job preference and job matching assessments, and (b) a social network assessment. An internet-based assessment ( www.yesjobsearch.com ) presents 2-4 min of video for up to 120 entry-level jobs and allows a job seeker to select preferred ones. A job matching assessment determines the extent to which the job seeker's current skill level matches preferred jobs. Once preferred and well-matched jobs are identified, the social network assessment identifies family, friends, acquaintances, and resources associated with the job seeker's most-preferred/best-matched job. The article describes use of these assessments to facilitate job placement for youth with disabilities in rural areas.

Access to healthcare services by people with intellectual disabilities: A rural-urban comparison

Access to healthcare services is poor both for adults with intellectual disabilities and for people living in rural areas. Adults with intellectual disabilities in rural areas may therefore be at a double disadvantage. Representative data were analysed from 39 rural and 633 urban participants from Scotland. Information on demographics, healthcare, and access to services were collected from face-to-face interviews and primary care notes. Both direct comparison and binary logistic regression showed the rural sample to have had significantly more contact with primary (odds ratio = 4.02, 95% CI 1.56-10.35, P = 0.004) and secondary health care (OR = 3.93, 95% CI = 1.81-8.55, P = 0.001). Contact with allied healthcare professionals was not significantly different, except that people in the rural sample were significantly more likely to have had recent contact with a dentist and an optician. Contrary to the original hypothesis, adults with intellectual disabilities living in rural areas were not found to be disadvantaged.

Facing the challenges of children and youth with special abilities and needs on the fringes of Omani society

Adequate services for people with special abilities and needs are very limited and are yet to be developed in the Sultanate of Oman. They are mostly located in urban centers and, therefore, out of reach for the majority of people with special abilities and needs, given the fact that there is a high prevalence of disabilities in rural areas due to intermarriage. This lack of attention to the situation of children with special abilities and needs raises serious questions for the government and local authorities as to the nature of their responsibilities for disadvantaged children, youth, and adults. The aims of this descriptive study are twofold: to outline the beliefs, reactions, and coping strategies adopted by caretakers and professionals within support services; and to depict the conditions and characteristics of the social support system. The available information published mostly in Arabic is complemented by the views and experiences of professionals working in various organizations. The findings show that systematic monitoring of the prevalence of various disabilities in the community is critical and closely linked to the need for development of more adequate services. In addition, it shows that awareness of the rights of children, youth, and adults with special abilities and needs must be improved in order to counter stigma-related discrimination and to assure access of people to special needs services.

Supporting Inclusive Education for Students with Severe Disabilities in Rural Areas

Inclusive education is considered a recommended practice for students with severe disabilities. These students benefit from the rich learning environments and natural supports found in general education classrooms. Furthermore, the highly individualized approach to inclusive education requires teams (regardless of location) to work closely with family members and peers and take advantage of natural resources that exist. Therefore, despite limited resources in rural areas, characteristics of these communities can be quite supportive of inclusive practices. Challenges to inclusive practices in rural schools will be presented as well as suggestions designed to address these challenges. The strengths of rural communities with regard to inclusive practices will be highlighted.

Giving Teachers a Chance: Taking Special Education Teacher Preparation Programs to Rural Communities

Over the last several years special education teacher shortages have increased to alarming levels. Remote rural areas face even more critical special education teacher shortages. Many professionals teaching students with disabilities in rural areas do not have formal special education training. This article describes a distance education partnership program between Wright State University and school districts in rural Ohio that addresses special education teacher shortages in these areas. Although the program required intense effort from university faculty, partnership students, and district education staff, program benefits outweighed the work necessary to implement and maintain the program.

Self-Determined Employment Preference for Youth in Transition from School to Work in Rural Areas

Self-determination, or the ability to identify and achieve goals based on a foundation of knowing and valuing oneself, is both a legal right and a responsibility of an individual. Self-determined employment is consistent with contemporary practice, outcome-based research, and the re-authorization of the Individuals with Disabilities Education Act of 2004. In this article, we describe three challenges facing youth with disabilities in rural areas related to determining their own employment, including (a) extensive or chronic poverty in some rural areas as a factor limiting selection of preferred employment, (b) intensive competition for limited jobs available, and (c) the potential for dropping out of high school or other educational programs. In response to these challenges, we describe guidelines that may assist youth, families, educators, and service professionals as they address employment issues.

Perceived Needs of Students with Low-Incidence Disabilities in Rural Areas

We examined the current perspectives of service providers, administrators, and parents who are linked to the provision of special education and related services to learners with low-incidence disabilities in the United States. The purposes of the investigation were to gain information from the various respondents concerning the adequacy and availability of appropriate educational services for students with low-incidence disabilities and provide information regarding the need for additional services and supports. A detailed survey instrument that included a variety of open-ended response items was developed and mailed to the membership of two professional organizations with strong connections to rural special education. Responses indicated that the biggest areas of need were for highly qualified personnel with the necessary skills and knowledge to meet the needs of learners with low-incidence disabilities and for timely information that would support the education of these learners. Implications for how these concerns can be addressed are provided within the framework of four major functions including: information provision, teacher preparation, local school support, and research.

The Effect of No Child Left behind on Rural Students with Low Incidence Disabilities

As part of a doctoral level seminar, students read recent articles on the No Child Left Behind (NCLB) legislation, summarized and developed a list of probable issues that face students with low incidence disabilities in rural areas, and then interviewed directors of special education. The five doctoral students contacted 14 directors of special education in rural districts and discussed the issues that they had identified. The results of these discussions are reported and involve various themes (e.g., school choice, transition, alternate assessment, etc.). In addition, a discussion section includes recommendations for service planning for students with low incidence disabilities in rural areas.

NCLB, IDEA, and Alternative Routes in Preparation of Rural Special Education Teachers in High Incidence Areas

The No Child Left Behind Act of 2001 (NCLB) is without peer in the annals of federal education legislation. Prior to the passage of NCLB, no law had ever inserted the U.S. Department of Education directly into the sacrosanct areas of state and local responsibility for ensuring student achievement, using research-validated practices, and dictating the qualifications of our nation's teachers. Teacher quality and the standard is at the forefront of the NCLB promise (some would say threat) that all students will learn more than they are currently learning; if not, schools and teachers will be held accountable for their failure. As means to increase student achievement and hold teachers more accountable, NCLB applies pressure to every sector of the education community. Nowhere has that pressure been felt more than in special education programs for students with high incidence disabilities in rural areas where one-third of the nation's school districts are located. The purpose of this article is to provide an overview of the current status of the federal requirements for highly qualified special education teachers who work with students in high incidence disability areas. As adopted in NCLB and the newly reauthorized Individuals with Disabilities Education Improvement Act (IDEA 04), we analyze the impact of the highly qualified standard on recruitment and preparation of special education teachers in rural areas and address alternative approaches for meeting federal requirements. The Federal View of Highly Qualified Special Education Teacher Signed into law in 2001, NCLB was very explicit about what constitutes elementary or secondary teacher. An individual is considered highly qualified if he or she has obtained full state certification/licensure, or successfully passed state's teacher licensing examination. A highly qualified teacher is certified or licensed to teach in given state and must not have had state requirements waived on an emergency, temporary, or provisional basis. New elementary teachers must hold bachelor's degree and demonstrate subject knowledge and teaching skills in basic elementary school curriculum, including but not limited to, reading, writing and mathematics. Subject matter competency and teaching skills must be measured by a rigorous state test. New middle and secondary teachers must also hold bachelors degree and demonstrate high level of competency in the academic they teach. Subject matter competence must be measured by a rigorous state subject matter test, or by completing an undergraduate major in the subject area, graduate degree, or by completing coursework equivalent to an undergraduate academic major. Effective 2002-2003, the law required that all new Title I teachers must have met the above requirements. Additionally, state's Title I plan must include measurable objectives to ensure that all teachers providing instruction in core subjects (such as English, math, science, social studies, foreign languages, or art) meet the highly qualified definition by the end of the 2005-2006 school year. Qualifications for veteran teachers were also specified in statute. Veteran teachers must hold at least bachelors' degree and be held to the same standard as new elementary, middle, and secondary teachers. They may, however, demonstrate their competence in the teaching of academic based on a high objective uniform state standard of evaluation (HOUSSE). (For more information on HOUSSE criteria, see U.S. Department of Education [2004], The secretary's Third Annual Report on Teacher Quality.) Although explicit regarding the expectations for elementary and secondary teachers, NCLB requirements to be special education teacher were nowhere to be found. In fact, it wasn't until December of 2002 that the Department of Education promulgated federal regulations that were intended to clarify that the standard really does apply to all teachers, including special educators (34 CFR Part 200, December 2, 2002). …

Transition Outcomes of Young Adults with Disabilities in Rural Areas: A Research Synthesis

The efficacy of special education is often measured by employment, independent living and social outcomes. Therefore, the purpose of this review was to synthesize articles concerning outcomes of young adults who have transitioned from secondary school to adult life in rural areas. Articles on transition of young adults with disabilities in rural areas published in numerous refereed journals between 1990 and 1998 were reviewed to determine the rates of employment and independent living. Additional variables included demographics, job types, wages, and benefits. Results indicated that few empirical studies examined special education outcomes for young adults living in rural areas. Studies that did examine employment outcomes indicated that, overall, fewer than 70% of young adults with disabilities in the studies' samples were employed. However, employment outcomes seem to have improved from 1990 to 1997. The synthesis also indicated that, overall, fewer than 40% of young adults with disabilities in rural areas live independently. More research on additional outcomes of employment, independence, and social well-being is called for as well as research on effective transition programs and processes in rural areas.

Uses of the Internet: Rural Special Education Materials for Teachers and Parents

The Internet offers important educational and resource information and interactive opportunities for teachers and parents of children with disabilities in rural areas. In this paper, Internet locations for teachers are highlighted and include multipurpose sites, sites for special education teachers, general disability sites, and sites related to specific disabilities. Parental education sites related to learning about disabilities, home coping strategies, finding special education information and organizations, legal issues and IEP processes are provided. Rural special educators can use the Internet information and interactive opportunities to further their knowledge as well as to assist parents of children with disabilities in learning more about disabilities, organizations, and resources for families. It is hoped that rural special educators can empower parents to use Internet services themselves to better understand their child's disability and the resources available.

Access to primary health care among persons with disabilities in rural areas: a summary of the literature.

Despite the prevalence of disabilities among persons living in rural areas, scarce data exist on their health care needs. While rural residents generally experience barriers to access to primary health care, these problems are further exacerbated for people with disabilities. This article summarizes findings from the published literature on access to primary health care among people with disabilities living in rural locations. A comprehensive computerized literature search turned up 86 articles meeting the study criteria, focused on the following rural populations affected by disabilities: children and adolescents, working-age adults, the elderly the mentally ill, and people with AIDS. For each of these populations, substantial problems in accessing appropriate health care have been documented. The literature consistently emphasizes the failure of local health care systems in nonmetropolitan areas to adequately address the complex medical and related needs of individuals with disabilities. In the absence of specialized expertise, facilities, and primary care providers trained specifically to care for disabled persons, local programs rely heavily on the use of indigenous paraprofessionals and alternative models of care. Further research is needed to identify and test the efficacy of innovative service delivery strategies to improve health care access for this population.

A Life-span Approach to Career Education for Learners with Disabilities in Rural Areas

A life-span approach to career education suitable for learners with disabilities in rural areas is presented. This approach is designed to be inclusive to a full range of services available in communities and to be adaptable to predictable concerns of residents in rural areas. Additionally, the approach can be adapted to the characteristics of high school students in rural areas. Five levels of application for this model are reviewed: career consciousness, investigation of career aptitude, career examination, career experience, and career acquisition.

Children with Disabilities in Rural Areas: The Critical Role of the Special Education Teacher in Promoting Independence

Although data on the subject are incomplete, available national data suggest that somewhat more than one million children with disabilities live in rural areas. These children face the special challenges of preparing for community life in environments where service systems are inadequate if not totally absent, funding for educational and other programs is typically meager, and persons with knowledge of disability-related services and issues—including the independent living philosophy and its application in the community—may be unavailable. It is important, therefore, that special education teachers become familiar with the independent living philosophy and its application for people with both physical and cognitive disabilities.