Disability Programs Research Articles

The Importance of Instructional Leadership in Supporting Learning Disabilities Programs: Perspectives from Saudi Educators

ABSTRACT The success of learning disabilities programs (LPDs) depends on factors including the expertise and competencies of instructional leaders. The role of principal leadership for LDPs deserves further study in Saudi Arabia due to the lack of research in this area. Given the importance of instructional leaders in the improvement of instructional programs and student outcomes, this study explored the perspectives of principals, assistant principals, superintendents, and learning disability teachers regarding the importance of principals’ instructional leadership responsibilities that support LDPs in Saudi schools. This study examined if there were any statistically significant differences between the participants’ perspectives due to differences in job role, gender, years of experience, and educational levels. The participants rated the relative importance of the three dimensions of instructional leadership: a) setting targets and promoting positive learning environments, b) observing and improving instruction, and c) managing the instructional program. The findings indicated the importance of school principals moving beyond administrative responsibilities towards duties aligned with instructional leadership, and there were some differences in perceptions of administrators and teachers. The findings support the need for continued training for principals by incorporating special education leadership topics in professional development and leadership preparation programs, and increased principal accountability for LDPs.

The impact of pension reform on employment, retirement, and disability insurance claims

We evaluate the 2011 comprehensive reform of Norwegian early retirement institutions using a parsimonious random utility choice model. Conditional on employment at age 60, we estimate a three-state conditional logit model to explain the realized labor market state at age 63 among the alternatives of employment, retirement, and disability program participation. The reform radically changed work incentives and/or pension access age for some (but not all) workers, such that the influence of economic incentives can be identified based on reform-generated variation only. We find that improved work incentives caused employment rates to rise considerably at the expense of early retirement and exit through disability insurance. Improved liquidity through a lower age to access own pension funds on actuarially neutral terms caused a small increase in employment and a large drop in disability program participation. Properly designed pension reforms thus need to take the interplay between old-age pension and disability insurance programs into account.

Veteran Affairs disability compensation: Likely the U.S.’s largest disability program, but what do we know about its impacts on service‐disabled veterans?

AbstractThe last few decades have seen rapid growth in the size of the Veterans Affairs Disability Compensation (VADC) program, which provides tax‐free cash benefits to veterans with disabilities connected to military service. Given this recent growth, VADC is on pace to eclipse Social Security Disability Insurance (SSDI) to become the largest U.S. disability program by expenditures. Although there are decades of causal research on the design and impacts of SSDI, there is no comparable body of evidence for VADC. In this Policy Insight, we discuss how causal evidence was produced for Social Security‐administered disability programs and why there is a lack of this evidence for VADC. Chief among the explanations is a lack of VADC data access available to the broader researcher community, access that Social Security facilitates for the programs it administers. However, even with this access, the proliferation of benefits and services targeted to service‐disabled veterans implies that existing earnings loss studies and causal estimates of the impact of VADC benefit receipt on any given outcome of interest likely are mismeasurements of true effects. We conclude with recommendations for restructuring approaches to research design to accurately estimate impacts of VADC benefits as well as the wide array of other programs supporting service‐disabled veterans.

أبرز المشكلات الشائعة في مكونات القراءة لدى الطلبة ذوي صعوبات التعلم

The current study aimed to identify the most common problems in the reading components among students with learning disabilities from the perspective of Arabic language course's teachers in government primary schools that contain learning disabilities programs in the education departments in Makkah Al-Mukarramah region, and to study the differences in knowledge levels according to the study variables. The final study sample consisted of (224) male and female teachers. To achieve the objectives of the current study, a descriptive survey approach was used, where a questionnaire was prepared as a tool for collecting data. The questionnaire consisted of (36) statements distributed over five dimensions. The results of the current study showed that the most common problems in the reading components among students with learning disabilities came at a level of (medium) agreement in general, with a general arithmetic mean of (3.155), while at the level of the sub-dimensions of the questionnaire, they all came at a level of (medium) agreement. The results also showed statistically significant differences in the total score averages of the questionnaire according to the gender variable in favor of male teachers, the number of years of experience variable in favor of male teachers who have experience from (1-5 years), and the workplace variable in favor of the education departments in the governorates of Makkah Al-Mukarramah and Taif, while the results showed no statistically significant differences in the total score averages of the scale according to the academic qualification variable. Based on the results reached, the researcher recommended several research recommendations and proposals, the most important of which is that the curriculum should include methods that motivate students to return to linguistic dictionaries and glossaries to search for the meanings of new vocabulary, and conduct additional studies aimed at discovering more scientific facts about the phenomenon of reading problems.

The Perspective of Faculty Members of The Impact of Integrating E-learning on Learning Disabilities Programs in the Kingdom of Saudi Arabia

The Perspective of Faculty Members of The Impact of Integrating E-learning on Learning Disabilities Programs in the Kingdom of Saudi Arabia

Long COVID impacts: the voices and views of diverse Black and Latinx residents in Massachusetts

ObjectiveTo understand how Long COVID is impacting the health and social conditions of the Black and Latinx communities.BackgroundEmerging research on Long COVID has identified three distinct characteristics, including multi-organ damage, persistent symptoms, and post-hospitalization complications. Given Black and Latinx communities experienced significantly higher COVID rates in the first phase of the pandemic they may be disproportionately impacted by Long COVID.MethodsEleven focus groups were conducted in four languages with diverse Black and Latinx individuals (n = 99) experiencing prolonged symptoms of COVID-19 or caring for family members with prolonged COVID-19 symptoms. Data was analyzed thematically.ResultsMost participants in non-English language groups reported they were unfamiliar with the diagnosis of long COVID, despite experiencing symptoms. Long COVID impacts spanned financial and housing stability to physical and mental health impacts. Participants reported challenging encounters with health care providers, a lack of support managing symptoms and difficulty performing activities of daily living including work.ConclusionsThere is a need for multilingual, accessible information about Long COVID symptoms, improved outreach and healthcare delivery, and increased ease of enrollment in long-term disability and economic support programs.

How are medical students learning to care for patients with intellectual disabilities? A scoping review.

Individuals with intellectual disabilities experience barriers to quality healthcare. To reduce this disparity, equipping medical trainees with the knowledge and skills required for treating this patient population is critical. Our aim is to describe the breadth of instructional interventions and identify gaps in intellectual disability medical education curricula. Using scoping review methods, the intellectual disability programmes described in 27 articles were evaluated and their coverage of the six core competencies on disability for health care education was examined. The most frequently represented core competencies were disability conceptual frameworks, professionalism and communication, and clinical assessment, which were, in most programmes, fulfilled by activities involving individuals with intellectual disabilities. Uneven competency coverage warrants consideration. Considerable variabilities exist in medical school curricula on intellectual disabilities. Using core competencies on disability for health care education for curricular design and evaluation would provide a coherent training experience in this important area.

Understanding disability benefits decision-making among adults with self-reported work disabilities: A qualitative study

BackgroundTake-up gaps in safety net programs, long documented in the US, are an important policy problem as non-take up compromises the equity objectives and efficacy of programs. The Social Security Disability program is an example of this: more than 20 million adults report a work disability, but only around 11 million currently receive disability benefits through the Social Security Disability Insurance or Supplemental Security Income programs. ObjectivesWe examine decision-making around benefits application among adults with self-reported work disability who have never applied for disability benefits. MethodsWe conducted 39 interviews with work-disabled adults who have never applied for disability benefits. Thematic analysis identified key barriers and inhibitors to disability application. ResultsHigh transaction costs involved in disability applications coupled with the widespread perception of low approval rates was mentioned as a critical deterrent. Uncertain and lengthy medical processes after disability onset were also frequently reported as a key deterrent. Stigma about receiving disability benefits did not emerge as a factor in application behavior, although a change in self-concept involving an adjustment to benefit-receiving, work-disabled status was cited as a barrier to claiming. ConclusionOur results broadly align with those of other research that examined the information, transaction, and social costs of applying for benefits. Nevertheless, the qualitative data afford a more in-depth, grounded understanding of the primary factors affecting application decisions, and how those interact. These insights are important to inform targets for interventions to reduce barriers to take-up of benefits among potentially eligible adults with disabilities.

Recent Advances In Interventional Pain Management

Introduction: Due to limited access to therapy, 60 million individuals worldwide suffer from chronic pain, with a frequency of 20–25% in some nations. Low- and middle-income countries (LMICs) are disproportionately affected by this condition. The yearly cost of diabetes, cancer, and heart disease—including medical expenses, lost productivity, and disability programs—is less than that of pain complaints. Pain management techniques, the most recent discoveries in pain research, and the most recent advancements in pain therapy technology can work together to reduce the prevalence of chronic pain and lessen the financial burden that comes with pain syndrome. Objective: To determine the extent to which the latest technological developments in interventional pain management to personalized treatment techniques according to patient complaints and conditions. The scope of technological development here is not only pain intervention techniques but also advances in understanding the pathophysiology of pain, nerve and tissue regeneration, as well as the modalities of technology used for pain interventions. Review: By conducting literature searches including journals, systematic reviews, library surveys, and case reports from the last 10 years on the latest interventional pain management techniques and serial cases. Summary: Many new minimally invasive pain intervention techniques have been developed and used in the treatment of chronic pain within the past 10 years. The necessity for standardization of processes, safety, efficacy, cost, and accessibility to new technology and techniques are among the issues and debates surrounding technical advancements and strategies for managing chronic pain. Intervention pain management techniques have grown in importance as a less intrusive method of treating chronic pain. For optimal outcomes, used in conjunction with other pain management modalities such as medication, physical therapy, cognitive behavioral change therapy, and others.

Evaluating the Special Education Professional Development Program Based on the Council of Exceptional Children’s Advanced Preparation Standards: A Mixed-Method Inquiry

A national call to promote the capability of the educational system to meet the development and job market demands initiated the development of the Special Education Higher Diploma Program (SEHDP) to create robust special education (SE) school programs. A concurrent explanatory mixed-method approach was employed. A web-based survey based on the Council of Exceptional Children (CEC)’s advanced preparation standards (2015) was sent to 561 Special Education Teachers (SETs) who were registered in the SEHDP. One hundred-and-fifty-six SETs responded to the survey (27%). Differences among participants’ responses based on gender, geographical region, educational qualifications, disability programs, and years of experience were examined. Furthermore, 10 interviews were held with SETs to explore their perspectives regarding the SEHDP strengths and challenges they encountered. Data were analyzed using descriptive and thematic analyses. The study found a consistently high rating of the seven CEC standards with an overall mean of 4.190. Statistically significant differences in terms of gender, educational qualifications, and years of experience were identified. SETs’ overall perspectives about the program were positive, indicating the program’s impact on the knowledge and skills they gained, which aligned with other studies, along with the program’s challenges and suggestions. Study limitations and implications for practice were included.

Disability Training and Programme Conduciveness in Counselor Education: A Preliminary Assessment

ABSTRACT Counselors from all speciality areas should be prepared to serve people with disabilities (PWDs). Thus, we examined how counselling students in CACREP accredited programmes evaluate their disability training and their programmes’ disability conduciveness, and how it differs by speciality area. Effects of discrimination, ableism, power, privilege, and oppression on the life of PWDs, disability multicultural counselling competencies, and environmental, attitudinal, and individual barriers for PWDs were the training areas with highest three mean scores, indicating greater student satisfaction. Specific skills for leading a group consists of PWDs, sexual and reproductive concerns of PWDs, and parenting by parents with disabilities had the lowest three mean scores, indicating lower level of satisfaction. Results highlighted the inadequacy in disability training for clinical mental health and school counselling programmes. For disability conduciveness, almost one-fourth of the participants reported their programmes not meeting any of the criteria.

Managing Learning Skills to Improve the Learning Quality of Children with Mild Intellectual Disability SLB Sukagalih and SLB ABC YPLAB Lembang, West Bandung Regency, West Java

This study focused on managing learning skills to improve the learning quality of children with mild intellectual disability SLB Sukagalih and SLB ABC YPLAB Lembang, West Bandung Regency, West Java. Vocational learning programs for mild intellectual disability in special high school education units have not been properly managed to meet employment demands. The mismanagement is mainly caused by several factors, including the teachers' skillset that is not suitable for the skills needed in the field, the inadequate facilities and infrastructure, and the management of skills learning has not been carried out as needed. This study aims to determine what management of skills learning will likely improve its quality for children with mild intellectual disability at special needs schools so that the graduates can be accepted in the work field. Data collection was conducted through observation, interviews, and documentation study. The results showed that: 1) the work skills type selection given to students is not entirely based on the work fields’ requirement but rather more often refers to the skills mastered by the teacher, 2) work skills learning implementation has been carried out starting from planning, implementation, evaluation, and follow-up. 3) the obstacles schools and teachers face in implementing skills learning are no available assessment for various work skill types, the children who lack confidence, and lack of trust from the community about their employability. 4) Improvement efforts made by schools and teachers are choosing the skill types suitable to the work field, increasing the teacher's ability to master work-related skills, and establishing cooperation with the job providers. Recommends school and teacher to improve the collaboration with the job providers and make written agreements for both parties to provide a legal foundation in conduct cooperation.

THE EFFECT OF A STUDENT’S STATUS IN EARLY EDUCATION ON HIS LEARNING DIFFICULTIES IN THE FIRST GRADES IN SCHOOLS IN AL DHAHIRAH GOVERNORATE IN THE SULTANATE OF OMAN

The study aimed to study the effect of a student’s status in the early education stage on his learning difficulties in the first basic stages of education in schools in Al Dhahirah Governorate in the Sultanate of Oman. This study relied on the case study approach represented by a group case study by employing the following tools: (1) interviews (2) official documents and sources (3) case study form. The study population was represented by the students of the first cycle, which includes grades 1-4, numbering 51 schools, of which 10 schools were selected as a sample. The target study sample was chosen from students in the third and fourth grades, where the total number of students in the learning disabilities program in grades (2-4) was 243 male and female students, and the final sample was 100 male and female students out of 243 of the total learning disabilities students. The case study questionnaires were statistically processed through Google Forms by reviewing, analysing, extrapolating and comparing the results with some results obtained from interviews and available official documents related to the sample members. The results indicated that the largest percentage of students performed and interacted very well in the early education stage and that they were healthy in terms of health, and that 22.9% of the sample did not enrol in the early education stage, and among the reasons, 17.1% were related to the financial circumstances of the family that prevented the student from enrolling. In the early education stage. Recommendations for future work: It is necessary to carry out future studies to track other influential factors that the student is exposed to during the first stage of basic education, which may lead to difficulties or learning problems for him, especially those who have previously enrolled in early education.

Inclusion in an Interdisciplinary Leadership Training Program: Perspectives From Self-Advocates.

Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs are interdisciplinary, graduate-level training programs that seek to promote improved outcomes for individuals with disabilities and their families. Many of these programs include individuals with disabilities as members of the self-advocacy discipline. In this study, 10 self-advocate trainees were interviewed to provide insight into the value of including self-advocates in training and the kinds of accommodations and supports that facilitated their success and inclusion. Interviewees endorsed the importance of including self-advocates in LEND programs. Although several accommodations were discussed as helpful, interpersonal supports from faculty and peers were equally important in ensuring their success and inclusion in LEND. The findings from this study provide support for the expansion of self-advocacy as a formal discipline in LEND programs.

Educational Technology, Media, and Materials for Individuals with Disabilities Program (ED)

Educational Technology, Media, and Materials for Individuals with Disabilities Program (ED)

Examining bias in the award of Veterans Affairs (VA) disability benefits for posttraumatic stress disorder in women veterans: Analysis of evaluation reports and VA decisions.

Studies have raised concerns about possible inequities in the U.S. Department of Veterans Affairs (VA)'s awards of disability for posttraumatic stress disorder (PTSD) to women. However, the diagnoses and opinions made by disability examiners have not been studied. A sample of 270 initial PTSD examination reports and corresponding VA decisions were studied. Compared to men, women veterans were as likely to be diagnosed with a service-related mental disorder, χ2(1, N = 270) = 2.31, p =.129, odds ratio (OR) = 1.79, 95% CI [0.84, 3.80], and be granted service-connection, χ2(1, N = 270) = 0.49, p =.483, OR = 1.28, 95% CI [0.65, 2.51]. Women veterans were considered to have more psychiatric symptoms, Z = -2.05, p =.041, r =.16, and more psychiatric impairment, Z = -2.48, p =.013, r =.20, but the percentage of disability awarded by the VA did not differ, χ2(1, N = 270) = 0.49, p =.483; OR = 1.28, 95% CI [0.65, 2.51]. Secondary analyses implicate the role of military sexual trauma and premilitary trauma in explaining sex differences in symptoms and impairment. The findings indicate that neither opinions by examiners nor corresponding decisions by the VA regarding service connection reflect a negative bias toward women veterans. Results indicate that unbiased examinations lead to equitable VA claims decisions for women veterans. Future studies of the VA PTSD disability program nationally, including examination procedures and VA policies and implementation, will promote equity for women veterans in the PTSD claims process.

More Than Fluency: Artificial Stuttering as a Therapy in Drama Education in Palestine

This article explores the use of artificial stuttering as a powerful practice and therapy in higher education in Palestine where the need for applied drama is increasing. It specifically focuses on the artistic and/or performative re-employment of Charles Dickens’s Nicholas Nickleby to enhance the academic achievement and social development of dysfluent students throughout and beyond their university education. By using extra-curricular, art-mediated training and in-class performance of chosen passages from Dickens’s narrative, students not only improve their linguistic and intellectual competencies but also develop dynamic confidence to articulate themselves in daily social contexts during self-presentation. This academic practice, which is part of a one-term educational disability programme, focuses on training a selected number of undergraduate students with a severe or mild stutter by relying on the technique of artificial impersonation of the stuttering of Smike, who is one of the most common Victorian dysfluent characters, in different melodramatic acts. In this experience, students show linguistic growth and social command of communication, and thus chart a new subjective identity.

Staff Travel Time in Rural- and Urban-Serving Infants and Toddlers With Disabilities (Part C) Programs in Kansas

Staff travel required to provide home visiting services can be a barrier to quality service provision. This may be of particular concern to rural programs, where the demands of staff travel are often thought to be greater than in urban settings. As part of a statewide needs assessment of the Infants and Toddlers with Disabilities Program in Kansas (Kansas Part C), a time study was conducted to examine travel time in rural and urban programs. While in the field, Part C providers spent 29.9% of their time traveling, over half (51.4%) of their time in direct service, 5.5% preparing documentation, and 2.0% communicating with clients and partners. Travel time did not differ significantly between urban and rural programs. This suggests that caution is warranted when adopting policy approaches, such as funding formula differences, designed to account for assumed (but not documented) differences in rural and urban programs, such as staff travel time.

The effect of Medicaid expansion on the take-up of disability benefits by race and ethnicity.

Public disability programs provide financial support to 12 million working-age individuals per year, though not all eligible individuals take up these programs. Mixed evidence exists regarding the impact of Medicaid eligibility expansion on program take-up, and even less is known about the relationship between Medicaid expansion and racial and ethnic disparities in take-up. Using 2009-2020 Current Population Survey data, we compare changes in Supplemental Security Income (SSI) and Social Security Disability Insurance (SSDI) take-up among respondents with disabilities living in Medicaid expansion states to respondents with disabilities living in non-expansion states, before and after Medicaid expansion. We further explore heterogeneity by race/ethnicity. We find that Medicaid expansion reduced SSI take-up by 10% overall, particularly among White and Hispanic respondents (10% and 21%, respectively). Medicaid expansion increased SSDI take-up by 8% overall, particularly among White and Black respondents (9% and 11%, respectively). Moreover, we find that Medicaid expansion reduced the probability that respondents with disabilities had employer-sponsored health insurance by approximately 8%, suggesting that expansion may have reduced job-lock among the SSDI-eligible, contributing to the observed increase in SSDI take-up.

Child Neurology and Neurodevelopmental Disabilities Program Directors’ Opinions on Preference Signaling in the 2023-2024 NRMP Match: A Survey

Changes in residency recruitment have significantly altered how programs and applicants evaluate each other including virtual interviews, discontinuation of the United States Medical Licensing Exam Step 2 Clinical Skills exam, and transition of United States Medical Licensing Exam Step 1 to pass-fail scoring. To improve program-applicant fit, the Electronic Residency Application Service introduced supplemental application features including geographic preference, program signaling, and the opportunity to highlight impactful and meaningful experiences. We sought to evaluate child neurology (CN) and neurodevelopmental disabilities (NDD) program director's (PD) opinions regarding these changes. A 10-question anonymous survey was sent to CN (n=75) and NDD (n=8) PDs. The questions centered on PDs' opinions regarding components of the supplemental application, having a standard application review period and in-person recruitment activities. Answer choices to the questions were all close-ended. Respondents could select questions to complete. Thirty-eight CN residency PDs (49%) and 4 NDD residency PDs (50%) responded to the survey. Among CN PDs, there was strong support for use of the supplemental application questions and for the use of 3 program signals per applicant. Most PDs supported a standardized application review period prior to programs sending interview offers; however, there was no consensus on the appropriate length of time. Nearly half agreed with virtual-only interviews, and 62% agreed with the option of in-person second-look visits. CN PDs generally support many of the recent or proposed changes to residency recruitment. The impact of these changes on recruitment will be a topic of future investigation.