Nondisabled Peers Research Articles

Evaluation of susceptibility to injuries resulting from falls of children with visual impairment

The main purpose of the study was the analysis of safe falling skills visually impaired children. An attempt has been made to examine the relationship between ability of safe falls and occurrence injuries from the effect of falls. 103 children (10-16 years old) were in research and control groups. In the research group (Group I) was 39 visually impaired pupils, in control group (Group II) 64 sighted in a proper manner. Test of Susceptibility to Injury During the Falls (TSIDF) by Kalina and interview directed to determine the number and frequency of falls and their consequences were used as a research tools. There were 578 falls and 176 injuries resulting from them (7.33 falls per person in Group I and 4.96 in Group II; 2.51 injuries per person in Group I and 1.18 in Group II). Visually impaired people made more mistakes in test (TSIDF) than their non-disabled peers (p=0.007). This may prove that a high susceptibility to injury of the children from the research group (p=0.001). However visual impairment people had more injuries after the falls. Study confirmed positive effect of physical activity on the level of safe falls skills. The ability to fall down in a safe way in children suffering from visual impairment is more improperly developed when compared it to healthy children. Physical activity and especially exercises of safe falls skills can be important element of prevention of falls.

Evaluating the Effectiveness of the Family Employment Awareness Training in Kansas: A Pilot Study

Working in competitive employment (employment in community settings with nondisabled peers for minimum wage or higher) has many positive benefits for people with disabilities who have individualized support needs (Johannesen, McGrew, Griss, & Born, 2007). Nonetheless, many of these individuals work in segregated settings or are unemployed entirely (National Disability Rights Network, 2011). The Family Employment Awareness Training (FEAT) in Kansas sought to increase expectations for competitive employment and knowledge about employment services, supports, and resources among people with disabilities who have individualized support needs, their families, and the professionals that support them to increase competitive employment outcomes. Our findings from this pilot study indicate that FEAT succeeded in raising expectations and knowledge among these individuals.

Comparing disabled students’ entry to higher education with their non-disabled peers — barriers and enablers to success

Statistical evidence and qualitative research from within higher education (HE) in England suggests that disabled people underachieve in comparison to their non-disabled peers and that they face a range of barriers that militate against their success throughout their educational journey. This article discusses a research project that utilised focus groups to compare the experiences of disabled HE learners with their non-disabled peers and compared the reported experiences of learners who had entered HE with those that had decided not to pursue this path.

The Disability and Development Gap

International development efforts up to and including the Millennium Development Goals have improved the lives of millions of people over the past 15 years through significant advances in health, education, economic development, communications and human rights. However, in this paper, we argue that there has been little attention to the systematic inclusion of the world’s one billion persons with disabilities in these initiatives – and because they have not been included they have lagged behind their non-disabled peers. This ‘lag’ has created what we term here a ‘disability and development gap’ in many countries where the socioeconomic status of persons with disabilities has remained stationary while the well-being of many of their fellow citizens has moved ahead. We further argue that unless specific measures are taken to ensure the inclusion of persons with disabilities in current and future international development efforts, including the forthcoming Sustainable Development Goals, the 15% of the world’s population who live with a physical, sensory (i.e. deafness, blindness) intellectual or mental health disability are at risk of continuing to live in poverty and social isolation, remaining poorer in both relative and absolute terms as their non-disabled peers rise out of poverty.

Factor Structure of Opportunity to Learn for Students with and without Disabilities

Opportunity to Learn (OTL) stems from the basic premise that there is an important relationship between the quality and intensity of classroom instruction and students’ levels of academic success. For many students with disabilities, an emphasis on OTL has become national priority, yet measuring its impact is a complex challenge. The first purpose of this study was to explore the factorial validity of OTL using indicators found in the 2005 4th grade National Assessment of Educational Progress (NAEP). The study entailed confirmatory factor analyses for potential OTL factors including teacher preparation, professional development, classroom activities, and access to technology. Separate factor analyses were conducted using the reading and mathematics datasets. The authors then looked at the degree to which OTL factors influenced NAEP estimates of ability for both students with disabilities and their non-disabled peers. The following three OTL factors differentially predicted student scores: classroom activities (reading), student constructed projects (reading), and using calculators for instruction (mathematics). For the remaining three reading factors and seven mathematics factors, there were no differences in the relationship between the factors and scores for students with and without disabilities.

The Importance of Perceived Quality-of-Life and Personal Resources in Transition from School to Adult Life

BackgroundIt is critical to improve Quality-of- Life since it has impact on the future life of the young people with disabilities. Many youth with disabilities have difficulty in successfully making the transition from school to adult life. In addition, there is evidence that students with disabilities receiving special education services in public schools score lower than their nondisabled peers on Quality-of- Life factors such as life satisfaction, self-determination, social belonging, and empowerment.AimsThis study used interactive focus groups to examine the perspectives of Portuguese youth with disabilities who are institutionalized, about their life-satisfaction and personal capacities and its relationship with their actual expectations and future plans. Additionally, we heard from the youth about their past experiences in school related to transition to adult life preparation including perceived barriers that had an influence in their current life.MethodsFour participants with physical disabilities were interviewed in one focus group. Results and ConclusionsThrough the analysis of audio-taped interviews, several factors were identified for these youths as having a great influence in their actual situation of life and future plans. Barriers and facilitators to transition were identified which included: personal development, community opportunities, social environment, school experience, assistive technology. The results of the study will discuss promising practices in transition practices that are needed in order students with disabilities have success in transition to adult life.

Experiences of Selected Emerging Adults With Emotional or Behavioral Difficulties in Higher Education

Postsecondary education is an important component of career development and achievement. However, students with emotional or behavioral difficulties (EBDs) are less likely to attend a postsecondary institution than their nondisabled peers and peers with disabilities. This qualitative study explored the experiences of emerging adults diagnosed with an EBD who are working toward their academic goals in a postsecondary setting. The researcher conducted in-depth interviews and brief follow-up interviews with five participants, aged 18 to 25. Various themes emerged from the study, including salient aspects of living with an EBD, how having an EBD impacts their transition experiences at a postsecondary institution, the ability to achieve their goals, and how they are able to manage these challenges.

HIV issues and people with disabilities: A review and agenda for research

The recent AIDS and Disability Partners Forum at the UN General Assembly High Level Meetings on AIDS in New York in June 2011 and the International AIDS Conference in Washington, DC in July 2012 underscores the growing attention to the impact of HIV and AIDS on persons with disabilities. However, research on AIDS and disability, particularly a solid evidence base upon which to build policy and programming remains thin, scattered and difficult to access. In this review paper, we summarise what is currently known about the intersection between HIV and AIDS and disability, paying particular attention to the small but emerging body of epidemiology data on the prevalence of HIV for people with disabilities, as well as the increasing understanding of HIV risk factors for people with disabilities. We find that the number of papers in the peer-reviewed literature remains distressingly small. Over the past 20 years an average of 5 articles on some aspect of disability and HIV and AIDS were published annually in the peer-reviewed literature from 1990 to 2000, increasing slightly to an average of 6 per year from 2000 to 2010. Given the vast amount of research around HIV and AIDS and the thousands of articles on the subject published in the peer-reviewed literature annually, the continuing lack of attention to HIV and AIDS among this at risk population, now estimated to make up 15% of the world's population, is striking. However, the statistics, while too limited at this point to make definitive conclusions, increasingly suggest at least an equal HIV prevalence rate for people with disabilities as for their non-disabled peers.

The Legal Aspects of Bullying and Harassment of Students with Disabilities: School Leaders’ Legal Obligations

Research demonstrates that students with disabilities are harassed more than their nondisabled peers. Students with disabilities who have been severely harassed have argued that they are not receiving a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) as required by Individuals with Disabilities Education Act (IDEA). A school district's failure to respond to known acts of harassment could result in district liability. In addition to IDEA, Title II of the American's with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973 (Section 504) also prohibit school districts from discriminating against students with disabilities. Employing traditional legal research methods, this paper examines the legal issues surrounding the bullying and harassment of students with disabilities. Legal cases involving disability-based harassment under the IDEA, the ADA, and Section 504 will be coded to determine implications for schools leaders. It is hoped that school leaders will gain a better perspective on disability law and their school's antibullying/harassment policy in order to minimize litigation and more importantly to provide a socially just public schooling environment for all students.

Physical health outcomes in prisoners with intellectual disability: a cross‐sectional study

People with intellectual disability (ID) in the general population and people in prison experience unrecognised medical conditions and inadequate disease prevention. Among prisoners, those with an ID may be particularly disadvantaged. The aim of this study was to identify demographic, health and health-related characteristics of adult prisoners who screened positive for ID. Cross-sectional data were collected via face-to-face administration of a structured questionnaire in seven prisons in Queensland, Australia, between 2008 and 2010. Participants were adult prisoners within 6 weeks of release from custody. We identified ID using a pragmatic screening tool. Prisoners who scored <85 on the Hayes Ability Screening Index and either (a) reported having attended a special school or (b) reported having been diagnosed with an ID were considered to have screened positive for ID. We compared the characteristics of participants who screened positive and negative for ID using univariable and multivariable logistic regression. Screening positive for ID was associated with younger age, identifying as Indigenous and lower educational achievement. Prisoners who screened positive for ID were more likely to have been diagnosed with medical conditions such as heart disease (odds ratio; 95% confidence interval = 2.1; 1.0-4.2) and hearing problems (2.2; 1.3-3.7), after adjustment for age, sex, education level and Indigenous status. Screen-positive prisoners were less likely to have received preventive care interventions such as testing for hepatitis A infection (0.4; 0.2-0.6), and immunisation for tuberculosis (0.4; 0.2-0.8). Prisoners with possible ID were more likely to be obese (1.7; 1.1-2.7). Adult prisoners who screen positive for ID have worse health outcomes than their non-disabled peers. An improved understanding of physical health characteristics prior to release can direct treatment and support pathways out of the criminal justice system and inform transitional planning of health services for this profoundly disadvantaged group.

Effects of Extended Time Allotments on Reading Comprehension Performance of College Students With and Without Learning Disabilities

Students with disabilities often receive test accommodations in schools and on high-stakes tests. Students with learning disabilities (LD) represent the largest disability group in schools, and extended time the most common test accommodation requested by such students. This pairing persists despite controversy over the validity of extended time as a test accommodation. The current study examined the effects of 50% and 100% time extensions on the reading comprehension performance of college students with and without LD. Results indicated that typical students actually benefited more than the LD group when given extra time, indicating that extended time is not a test accommodation that is specific to those with a disability. Moreover, when only students with LD were given extended time, especially double time, they outperformed nondisabled peers. We discuss implications of these findings for future research as well as accommodation decisions in educational settings.

Evaluation of gait and slip parameters for adults with intellectual disability

Adults with intellectual disability (ID) experience more falls than their non-disabled peers. A gait analysis was conducted to quantify normal walking, and an additional slip trial was performed to measure slip response characteristics for adults with ID as well as a group of age- and gender-matched controls. Variables relating to gait pattern, slip propensity, and slip severity were assessed to compare the differences between groups. The ID group was found to have significantly slower walking speed, shorter step lengths, and increased knee flexion angles at heel contact. These gait characteristics are known to reduce the likelihood of slip initiation in adults without ID. Despite a more cautious gait pattern, however, the ID group exhibited greater slip distances indicating greater slip severity. This study suggests that falls in this population may be due to deficient slip detection or insufficient recovery response.

The Postsecondary Educational Plans of Rural Youth With Disabilities and Their Nondisabled Peers

A national sample of students with disabilities and their nondisabled peers in rural high schools responded to a survey about their postsecondary plans and how they were preparing for them. The study included 3,318 11th- and 12th-grade students from 73 randomly selected schools. Findings indicate that 78.5% of students with disabilities and 90.7% of their nondisabled peers plan to continue their education after high school. Only 4.5% of students with disabilities were enrolled in a college preparatory program. A greater percentage of students with disabilities participated in career exploration activities such as job mentoring, internships, and cooperative education programs than expected, and they found teachers and school staff important sources of information. Implications of these findings are discussed.

Prevalence and risk of violence against children with disabilities: a systematic review and meta-analysis of observational studies

Globally, at least 93 million children have moderate or severe disability. Children with disabilities are thought to have a substantially greater risk of being victims of violence than are their non-disabled peers. Establishment of reliable estimates of the scale of the problem is an essential first step in the development of effective prevention programmes. We therefore undertook a systematic review and meta-analysis to synthesise evidence for the prevalence and risk of violence against children with disabilities. For this systematic review and meta-analysis, we searched 12 electronic databases to identify cross-sectional, case-control, or cohort studies reported between Jan 1, 1990, and Aug 17, 2010, with estimates of prevalence of violence against children (aged ≤18 years) with disabilities or their risk of being victims of violence compared with children without disabilities. 17 studies were selected from 10,663 references. Reports of 16 studies provided data suitable for meta-analysis of prevalence and 11 for risk. Pooled prevalence estimates were 26·7% (95% CI 13·8-42·1) for combined violence measures, 20·4% (13·4-28·5) for physical violence, and 13·7% (9·2-18·9) for sexual violence. Odds ratios for pooled risk estimates were 3·68 (2·56-5·29) for combined violence measures, 3·56 (2·80-4·52) for physical violence, and 2·88 (2·24-3·69) for sexual violence. Huge heterogeneity was identified across most estimates (I(2)>75%). Variations were not consistently explained with meta-regression analysis of the characteristics of the studies. The results of this systematic review confirm that children with disabilities are more likely to be victims of violence than are their peers who are not disabled. However, the continued scarcity of robust evidence, due to a lack of well designed research studies, poor standards of measurement of disability and violence, and insufficient assessment of whether violence precedes the development of disability, leaves gaps in knowledge that need to be addressed. WHO Department of Violence and Injury Prevention and Disability.

How do children with disabilities view ‘healthy living’? A descriptive pilot study

BackgroundChildhood obesity is one of the greatest health problems of the 21st Century. Compared with their non-disabled peers, children with disabilities have been shown to be at higher risk of obesity and associated secondary conditions which can hinder independence and community participation. Health promotion initiatives for children are rarely tailored to those with disabilities, and children may have different perceptions of health and well-being than those without disabilities. These need to be understood for future health promotion programs to be effective. MethodsThis pilot study explored how children with disabilities perceive health and well-being and involved four discussion groups with children who were currently inpatients at a children's rehabilitation hospital. Descriptive thematic analysis was used. ResultsFourteen children (eight girls, six boys; aged 8-13 years) with a range of congenital and acquired conditions participated in one of four discussion groups. There was an awareness of “healthy living” behaviors, nutrition and exercise examples being most commonly cited, although participants particularly discussed “unhealthy” food preferences. Physical capabilities, both before their hospital stay and their expectations for future activities, were also prominent. ConclusionAlthough children in this study had some basic understanding of healthy nutrition, it was not easily translated to their own food choices. Children may need assistance to engage in rewarding physical activities within the constraints of their disability.

Commentary: childhood exposure to environmental adversity and the well‐being of people with intellectual disabilities

People with intellectual disabilities have poorer health than their non-disabled peers. They are also more likely to be exposed to a wide range of environmental adversities in childhood. Research undertaken in the general population has demonstrated that exposure to environmental adversity in childhood can have an adverse impact on health and well-being across the life course. Recently, research in this area has added new breadth and depth to our understanding of: (1) the extent to which cumulative exposure to environmental adversities across the life course, but especially in early childhood, can reduce health and well-being; (2) the social, psychological and biological mediating pathways through which environmental adversities may impair health; (3) the processes associated with resilience and vulnerability in the face of exposure to adversity; and (4) the social significance of these effects in accounting for the magnitude of the inequalities in health that are apparent both between and within populations. This new knowledge is making a significant contribution to the development of social policies that seek to combine health gain with the reduction in health inequalities. This paper attempts to apply this knowledge to research aimed at understanding and improving the health and well-being of people with intellectual disabilities.

Re‐thinking Disability, Work and Welfare

AbstractThere is a wealth of evidence that disabled people experience far higher levels of unemployment and underemployment than non‐disabled peers. Yet hitherto sociologists have paid scant attention to the structural causes of this issue. Drawing on a socio/political or social model of disability perspective this paper argues for a reconfiguration of the meaning of disability and work in order to address this problem. It is also suggested that such a strategy will make a significant contribution to the struggle for a fairer and equitable global society.

Susceptibility to injury during a fall among blind children

Abstract Introduction: The aim of this study was examine the relationship between ability of safe falls and occurrence injuries from the effect of falls, among blind children. Material and methods: More than one hundred children (10-16 years old) was in research and control groups. In the research group was 51 blind people, in control group 66 sighted in a proper manner. Test of Susceptibility to Injury During the Falls (TSIDF) by Kalina and interview directed to determine the number and frequency of falls and their consequences (number and type of injuries) and selected lifestyle factors were used as a research tools. Results: Blind children made more mistakes in test (TSIDF) than their non-disabled peers (although they are trained to safe falls). This may prove that a high susceptibility to injury of the children from the research group. However blind people had more injuries after the falls. Study confirmed positive effect of physical activity on the level of safe falls skills. Conclusion: Physical fitness, physical activity and especially exercises of safe falls skills can be important element of prevention of falls. This concern to high-risk groups, such as blind people.

Attraction to Physical Activity for Youth Who are BVI/DHH at a Residential School

Youth who are blind or visually impaired (BVI) and youth who are deaf or hard of hearing (DHH) often have low participation in sport and regular physical activity. Minimal research has sought to explore the variables associated with relatively low involvement in sport and physical activity among youth with BVI and/or DHH at residential schools. Financial situations and budget cuts have forced many states to combine residential schools for low incidence disabilities such as BVI &amp; DHH. The purpose of the present study was to investigate the nature of attraction to physical activity for those attending a residential school for DHH and BVI. Semi-structured interviews were conducted with 11 school residents (n = 5 blind; 3 male, 2 female and n = 6 deaf; 4 male, 2 female) who ranged in age from 10-18 years. Deductive content analyses revealed a number of meaningful themes in each category for both disability groups. Findings suggest that both hearing and visually impaired youth enjoyed physical activity and valued health benefits. However, this desire did not translate into being physically active. Youth suggested barriers for this including low parental encouragement for sport and physical activity and some social exclusion from non-disabled peers in game settings.

Access to livelihood assets among youth with and without disabilities in South Africa: Implications for health professional education

This study compared access to 5 livelihood assets among disabled and non-disabled youth, to inform health professionals on inequities related to disability and to monitor the transformation agenda aimed at creating an inclusive society. Fieldworkers interviewed 989 youth (18 - 35 years; 523 (52.9%) disabled youth (DY), 466 (47.1%) non-disabled youth (NDY)) at 9 sites in 5 South African provinces. Descriptive statistics were used to describe demographic characteristics and livelihood assets. Chi-squared and t-tests were used for comparisons. Doctors at hospitals and nurses at clinics are health professionals most frequently seen. Far fewer DY than NDY attended and completed school. Unemployment was markedly more common among DY than among NDY. Barriers to accessing employment for DY were poor health and lack of skills development, and a lack of job opportunities for NDY. Both groups received the same amount of support from immediate household members, but significantly more NDY received support from extended family, friends, partners, and neighbours. They spent significantly more time engaging in all free-time activities. NDY reported more access to bathrooms, phone, and newspapers, as well as public services and the business sector. Participation and access were limited for both groups because of inaccessible public transport. This paper shows that DY have a greater struggle to access livelihood assets than non-disabled peers. The Disability Studies Academic Programme at the University of Cape Town is an initiative that seeks to take specific focused action with disability organisations in order to address the inequities faced by disabled youth to ensure their inclusion in development to the same degree as their non-disabled peers.