Emotional Disabilities Research Articles

Availing Reasonable Accommodations for College Students With Psychiatric Disabilities: Findings From a Qualitative Study

PurposeAs many as half of all college students meet DSM-5 criteria for a mental illness; less than 5% report the ability to successfully navigate and complete their degrees. This is in part due to the lack of knowledge of reasonable accommodations for psychiatric disabilities.MethodIn the current study, we conducted qualitative interviews with students and faculty to identify types of reasonable accommodations students receive for their mental illness and factors that influence their ability to avail these accommodations.ResultsFactors included lack of awareness of accommodations, achieving fairness between students, and using accommodations as a disclosure tool.ConclusionsHigher education institutions should better support the awareness training on accommodations for both faculty and staff. Self-advocacy training is recommended to help students in disclosing mental illness, requesting accommodations, and managing negative social reactions. Perhaps in vivo coaching is a promising tool to accommodate emotional and interpersonal disabilities.

Assessing Post-stroke Outpatients’ Rehabilitation Service Quality Gaps in Bangladesh

Objectives: The majority (80%) of stroke survivors in Bangladesh have lived with either minor or major physical, emotional, and cognitive disabilities. Due to patients’ poor perceived experience in healthcare services, participation in rehabilitation care has become a significant challenge for them. Consequently, it increases the burden of stroke disability. Therefore, this study aimed to measure the gaps in post-stroke outpatients’ rehabilitation Service Quality (SQ) and factors related to these gaps. Methods: A cross-sectional descriptive study was administered on 311 post-stroke outpatients who were selected by stratified sampling method from 5 divisional centers of a rehabilitation hospital. Data collection tools consisted of the following: a demographic information form and a modified Service Quality (SERVQUAL) questionnaire. Cronbach’s alpha coefficient was applied to analyze the internal consistency. Besides, Pearson’s (r) correlation test was applied to examine the correlation coefficient between the explored items. The obtained data were analyzed by descriptive statistics, Paired Samples t-test, and Eta-statistic (δ) of the Analysis of Variance (ANOVA). Results: Patients’ expectations were rated higher than the perceptions in all dimensions of rehabilitation SQ and indicated a significant gap (t=-29.604, P<0.001). Patients’ occupation (δ=0.189), family status (δ=0.289), pre-stroke daily activities (δ=0.235), and post-stroke disability (δ=0.286) indicated a significant relationship with the gaps in rehabilitation SQ. Discussion: Post-stroke rehabilitation SQ gaps are required to be addressed by considering the factors related to these gaps. Most importantly, the rehabilitation hospital must integrate the continuous quality improvement monitoring systems to enhance SQ as well as patients’ participation in rehabilitation care programs.

Explicit and Implicit Theory of Mind of Children Who Were Attending a Resource Room for Children With Emotional Disabilities: Children With and Without Traits Associated With Autism Spectrum Disorder (ASD)

Explicit and Implicit Theory of Mind of Children Who Were Attending a Resource Room for Children With Emotional Disabilities: Children With and Without Traits Associated With Autism Spectrum Disorder (ASD)

A framework for tailorable games: toward inclusive end-user development of inclusive games

One strategy toward universalizing play is enabling more people to develop their own games. In this paper, our efforts toward a framework for inclusive creation of inclusive games are discussed. The hypothesis is that if end-users used creation tools suitable to their interaction needs and followed a collaborative work model to iteratively improve accessibility features to be inserted into a software architecture able to modify human-computer interaction at use-time, then they would be able to create games satisfying heterogeneous interaction needs of possible players. To verify the hypothesis, the architecture, the collaborative work model, and a game creation platform (Lepi) were designed to support game creation and play activities. Abilities were focused to provide opportunities for contributions based on skills, interests, and knowledge of people. The framework was evaluated over ten meetings spanning four months by people with alcohol and drug addiction from a public healthcare service. With the framework, participants were able to create their own games despite their different interaction needs (including low literacy, no previous contact with computers, emotional disabilities). By following the collaborative work model, they enabled people with different interaction needs than their own to play their games. Hence, with the framework, opportunities were provided to enable people with different interaction needs to contribute, create, and play. Game creation became a jigsaw puzzle, on which each piece (contribution) allowed people to create and play according to their abilities and skills.

Preclinical neurorehabilitation with environmental enrichment confers cognitive and histological benefits in a model of pediatric asphyxial cardiac arrest

Pediatric asphyxial cardiac arrest (ACA) often leaves children with physical, cognitive, and emotional disabilities that affect overall quality of life, yet rehabilitation is neither routinely nor systematically provided. Environmental enrichment (EE) is considered a preclinical model of neurorehabilitation and thus we sought to investigate its efficacy in our established model of pediatric ACA. Male Sprague-Dawley rat pups (post-natal day 16–18) were randomly assigned to ACA (9.5 min) or Sham injury. After resuscitation, the rats were assigned to 21 days of EE or standard (STD) housing during which time motor, cognitive, and anxiety-like (i.e., affective) outcomes were assessed. Hippocampal CA1 cells were quantified on post-operative day-22. Both ACA + STD and ACA + EE performed worse on beam-balance vs. Sham controls (p < 0.05) and did not differ from one another overall (p > 0.05); however, a single day analysis on the last day of testing revealed that the ACA + EE group performed better than the ACA + STD group (p < 0.05) and did not differ from the Sham controls (p > 0.05). Both Sham groups performed better than ACA + STD (p < 0.05) but did not differ from ACA + EE (p > 0.05) in the open field test. Spatial learning and declarative memory were improved and CA1 neuronal loss was attenuated in the ACA + EE vs. ACA + STD group (p < 0.05). Collectively, the data suggest that providing rehabilitation after pediatric ACA can reduce histopathology and improve motor and cognitive ability.

Implementasi Program Pendidikan Inklusif di Kabupaten Bireuen

The aim of National Education as stated in Law No. 20 of 2003 concerning the National Education System is to give all citizens the right to education, including those with physical, emotional, intellectual, mental, and/or social disabilities entitled to special education. This is also regulated in the Permendiknas R.I. Number 70 of 2009 concerning inclusive education. In this regard, the phenomenon of inclusive education in the Bireuen Regency is still not optimal. The results of this study indicate that the implementation of inclusive education in the Bireuen District encountered numerous barriers. From the aspect of human resources (i.e., teachers), almost all of them are not from an inclusive education background. Most teachers taught in inclusive schools are from the regular honorary teachers. Therefore, special teaching staff with a background in inclusive education are urgently required. Besides, the implementation of inclusive education programs in this region is not well-supported by the stakeholders. From the aspect of facilities and infrastructure, it is not sufficient or inadequate to support the implementation of inclusive education in this district.

When parenting is a longer road than anticipated: a journey examining parents’ experience and engagement at a therapeutic day school

ABSTRACT This study explored the issues around parents’ engagement in services at a therapeutic day school. The study site is located within an urban, Midwestern medical center in the United States (US) serving thirty-three students in grades kindergarten through 8th with emotional, social and behavioral disabilities. Parents are expected to be active participants in their child’s treatment and family sessions. However, there are instances where parental engagement is poor. To explore the dynamics underlying engagement, the research team conducted semi-structured interviews with parents of children enrolled in the day school. All parents and guardians with a child enrolled at the day school were eligible to participate (N = 32). All sessions were recorded, transcribed and the data analyzed in line with qualitative descriptive methods. Five overarching themes emerged from the data: the “long road” to a therapeutic school, parent’s view of their role, service utilization and engagement, discerning what parents value, and the journey continues. With a greater sense of parents’ perspective on treatment and expectation for involvement, the clinical staff plan on shaping strategies that improve parent engagement and ultimately student outcomes.

Outpatient follow-up of high-risk babies at Lapa Specialized Rehabilitation Center (SRC)

Abstract Background The Brazilian Ministry of Health has published, in 2012, the MS/GM Ordinance No. 793/12, establishing a Disability Care Network in order to extend access to people with temporary or permanent disabilities (progressive or stable, intermittent or continuous), to qualify the service care, to articulate and integrate the health services (from basic to specialized and hospital care) in such a way to guarantee an integrality care for these disabled people. The State and Municipal Health Departments of São Paulo have legitimized the guidelines with promotion, protection, prevention, monitoring, treatment and rehabilitation actions, providing, according to the principle of equity, greater emphasis on families with greater difficulty of access to health services due to issues of social vulnerability. Child health care is an essential task for health promotion, prevention of illness and identification of neuropsychomotor developmental delays by monitoring child development in the early years of life. As a consequence of low referral of high-risk babies to the Outpatient Care Plan established by SRC Lapa, the following consequences are expected: increase in children with physical, sensory, intellectual, social, emotional, speech and/or language disabilities. Objective To qualify the referral of high-risk babies to capacitate primary health care professionals (PHC) to identify them. Methods matrix support and permanent education meetings for PHC professionals in the Lapa region. Results After the proposed intervention, there was a significant increase in the number of at-risk infants referred to the outpatient clinic. Conclusions An integral and articulated care between the services of basic and specialized care of the Health Care Network made it possible to achieve greater functionality for children who presented some disability, thus allowing a future with more autonomy and social inclusion. Key message Prevention of diseases of at-risk babies an innovative technology in developing countries.

Civics Education for Students With Learning Disabilities and Emotional and Behavioral Disorders

Significant disparities in civics achievement between students with disabilities and their peers constitute an urgent need to support and improve civics education and outcomes for students receiving special education services related to emotional and behavioral disorders (EBD) and learning disabilities (LD). In the documented instances when social studies interventions are evaluated by researchers in schools for students with EBD or LD, the focus is most often on geography, history, and text-based content acquisition and comprehension. However, the information learned during civics instruction most directly prepares students for active participation in their communities.

Substantiation of child maltreatment among parents with disabilities in the United States

ABSTRACT This article describes the first United States-based national study to compare the rates of substantiation of maltreatment among cases reported to child protective services involving caregivers with and without disabilities. Using data from the 2014 National Child Abuse and Neglect Data System dataset, parents with emotional disturbances, developmental disabilities, learning disabilities, physical disabilities, medical conditions and multiple disabilities were all found to have higher odds of substantiation of child maltreatment after being reported to child protection in comparison to parents without disabilities after controlling for demographic and risk factors. Inadequate housing, financial instability and receipt of public assistance were also associated with higher rates of substantiation.

Identifying and explaining experiences of fear of childbirth and coping strategies: A qualitative study

Background and Objectives: Fear of childbirth is a natural response that helps women prepare for childbirth. However, if fear is increased, it can lead to physical and emotional disabilities. This study aims to explain the experiences of fear of childbirth and, consequently, present a model for reducing such fears. Methods: A phenomenological approach was used in this study. The participants were selected from among primigravida (women who were pregnant for the first time) through purposeful sampling, and the data were collected through open and unstructured interviews. Besides, the collected data were analyzed using Colaizzi’s nine-stage method. Results: Different types of fear of childbirth identified in this study were harmful to maternal and neonatal health, normal childbirth, the feeling of inability, and cesarean section. Besides, the reasons behind fear of childbirth were inadequate awareness, lack of trust in medical staff, negative experiences from information sources, and the environment of the maternity center. Finally, the most important strategies to deal with the fear of childbirth were faith in God, feeling confident, receiving support, raising awareness, and positive thinking which were used to design the model. Conclusion: The findings of the study showed that women's self-confidence plays a key role in decreasing fear of childbirth. Therefore, effective measures should be taken to increase women's sense of self-confidence to reduce their fear of childbirth.

학교차원 긍정적 행동지원 적용을 통한 위기학생 예방 및 지원 방안 모색*

The purpose of this study was to find ways to prevent and support at-risk students at the school level. To this end, the situation of at-risk students was considered, and the status and limitations of the school safety integrated system (Wee Project) were investigated. In addition, the characteristics of School-Wide Positive Behavior Support(SWPBS) and the results of SWPBS for students at risk and students with emotional and behavioral disabilities were reviewed through domestic and foreign papers. As a result of the study, among Korean adolescents, there is a high rate of stress perception, depressive experience, and deliberate self-harm(suicide) among the causes of death. It was found that there were many students in the interest group of the school emotional and behavioral characteristics test, and the ratio of the victims of school violence and victims was high. The School Safety Integration System(Wee Project) was found to have limitations such as insufficient Wee class construction, insufficient professional counselor placement, and so on. SWPBS has been tested and verified in improving academic, social, and behavioral skills of students with emotional and emotional disabilities. In this study, the prevention and support plan for at-risk students through the application of SWPBS were suggested.

Social interaction development in inclusive art rooms1,2

Abstract The purpose of this study was to assess the impact of inclusive postmodern visual arts education for students with emotional disabilities (ED) in the area of social interaction development. This research focuses on the ability of students to build art skills and change social interaction skills through constructivist pedagogical approaches. Mixed-methods case studies were implemented over a period of two semesters with three students, three teachers and two high schools in the United States. Pedagogical approaches that emphasized student interaction and personal choice allowed students to effectively interact with peers and led to student engagement. The findings from this study indicate that over time the students in visual arts developed fluency and skills in artmaking, which led to confidence in their work and better peer relationships.

ICoaching Behavior-Specific Praise in a Rural Classroom

The purpose of this study was to explore the efficacy of iCoaching to increase the use of behavior-specific praise (BSP) by three educators (one teacher, two paraprofessionals) working in a rural center–based classroom for students with emotional and behavioral disabilities using a short, focused professional development and iCoaching. Results of the single-case delayed multiple baseline design study suggest that iCoaching increased BSP delivery by participants. Furthermore, BSP rates were maintained after iCoaching was withdrawn. Implications for using iCoaching with rural educators and future research directions are discussed.

The Differential Responsiveness of Youth with Emotional and Behavioral Disorders and Learning Disabilities to Intensive Remedial Reading Instruction

This study examined the collective and differentiated effects of a remedial reading intervention, Corrective Reading Decoding Level B, on the reading skills and social adjustment of elementary and middle school students with emotional and behavioral disorders (EBD) and learning disabilities (LD). Students were provided an average of three 40–45 min lessons per week over the course of nearly 4 months. Statistically significant reading skill improvements were found between students who received the intervention (n = 45) and those in the comparison condition (n = 23). The mean average basic reading skills of students with EBD (n = 10) improved from the low average range at pretest to the average range at posttest. Statistically significant differences were found between the posttest basic reading skills of students with EBD and their counterparts with LD (n = 35). Statistically significant reductions in the overall social adjustment problems and internalizing problems of participating students were found. The total problems of students with EBD moved from the clinical to the normal range at posttest. Except for performance on measures of oral reading fluency, students with EBD were significantly more responsive than their LD counterparts on measures of core reading skills, attention problems, ADHD Problems, and anxiety problems. Limitations, implications, and future research directions are discussed.

دراسة إمبريقية للتحقق من النظرية السليمانية لصعوبات التعلم الاجتماعية والانفعالية بالبيئة المصرية على عينة من تلاميذ المرحلة الابتدائية = Empirical Study to Verify the Solaimanya Theory of Social and Emotional Learning Disabilities in the Egyptian Environment on a Sample of Primary School Students

تحليل المسار | النظرية السليمانية لصعوبات التعلم الاجتماعية والانفعالية | تلاميذ المرحلة الابتدائية | Path Analysis | The Solaimanya Theory of Social and Emotional Learning Disabilities | Primary School Students

Designing Beyond the Americans With Disabilities Act (ADA): Creating an Autism-Friendly Vocational Center.

The Americans with Disabilities Act (ADA) has been effective in establishing building standards that create accessible spaces for people with physical impairments. These guidelines have not addressed the needs of people with mental, emotional, and/or developmental disabilities. With the increase in autism diagnosis, designers/architects need to expand their planning to include more universal solutions. The purpose is to demonstrate ways of designing beyond ADA to address needs of people with autism spectrum disorder (ASD). To design effectively, designers/architects must identify sensory issues that influence these children in establishing a regulatory state enabling effective interaction with neurotypical peers. Design is also important for teachers, therapists, and parents of children with ASD to enable more successful interactions. If the environment is overstimulating for a child with ASD, then a parent/caregiver/therapist will struggle to achieve their goals. Mostafa recommended seven design criteria known as ASPECTSS™: Acoustics, Spatial sequencing, Escape spaces, Compartmentalization, Transition spaces, Sensory zoning, and Safety, when designing for people with ASD. These classifications lay the groundwork for the established guidelines. As designers/architects, we have a responsibility to create inclusive environments. To help, the authors highlighted a vocational center showing one plan that meets ADA guidelines and another that illustrates additional environmental features addressing the needs of people with ASD. These criteria originated from evidence-based solutions derived from a literature review and personal interview. These recommendations demonstrate that sensitivity to the needs of people with autism creates a solution that is better for all people.

Peduli Lingkungan bagi Anak Berkebutuhan Khusus (ABK) dengan Penerapan Tong Sampah Ceria

Anak Berkebutuhan Khusus (ABK) are children with distinct special characteristics without always showing mental, emotional or physical disabilities; One of them is Tunagrahita. The SLB C Muzdalifah is aimed at the education of disabled or individuals who do not have the ability to adapt so they need to get learning about self-development and socialization. Education in the SLB facing problems, such as the level of students ' intelligence, limited students ' independence, poor general public view, and environmental utilization as a learning medium. Garbage is the remnant of human day activities and/or solid-form natural processes (UU No. 18 year 2008). Medan Cleanliness Office recorded the volume of garbage as much as 1,535 tons of garbage/day that entered the final disposal (TPA). Trash is scattered to make the presence of neglected garbage. Implementation method with socialization and workshop so gained evaluation. Socialization is one way to give knowledge about waste and environment. Workshop with graffity that is painting garbage cans is an attraction of ABK in developing creativity. Strengthening creativity in art skills is able to explore the potential of students. The ability to describe modestly is contained with selection of objects, images and knowledge symbols is simple. This potential is able to prove that they are able to describe a single/simple topic.

Racial Differences in Special Education Identification and Placement: Evidence Across Three States

In this article, Todd Grindal, Laura Schifter, Gabriel Schwartz, and Thomas Hehir examine race/ethnicity differences in students' special education identification and subsequent placement in segregated educational settings. Using individual-level data on the full population of K–12 public school students in three states, the authors find that racial and ethnic disparities in identification persist within income categories and are stronger for those disabilities that are typically identified in a school setting, such as learning disabilities or emotional disabilities, than those more often identified by a health-care provider, such as blindness or deafness. Also, Black and Hispanic students with disabilities were more likely to be placed in a substantially separate setting, compared to white students, regardless of income status. These results suggest that low-income status is insufficient to explain observed inequalities in the rate at which students of color are identified for special education and placed in substantially separate settings. A better understanding of the ways income status and race contribute to students' interactions with the special education system are critical for building a more equitable and just K–12 education system.

Race and ‘Disability Passing’ in a Chicago Public School Art Classroom

AbstractRace, history and visibility have a great deal to do with how disability operated socially and educationally in the Chicago public high school art classroom where I taught for ten years. I am severely near‐sighted, and I am also white, educated and often, but not consistently, able to pass for non‐disabled. A large number of my students were identified as having learning, emotional and behavioural disabilities, diagnoses which were certainly conditioned by the institution, but diagnoses which perhaps also underrepresented the amount of socially and historically occasioned impairment or debility that existed in the low‐income majority‐Black community served by my school. In this article I reflect on the overlapping social performances that occurred in terms of ‘disability passing’, a state that can characterise both hidden and exaggerated or invented impairments. My reflections examine my own individual experience in contrast to the long‐term experience of the African diaspora in and beyond the USA, in order to think about other ways to parse the complex factors determining how disability plays out in educational environments.