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Virtual reality and its role in removing the barriers that turn cognitive impairments into intellectual disability
Early expectations of the contribution that virtual reality (VR) could make to education far exceeded actual applications. This was largely due to the initial immaturity of the technology and a lack of evidence base on which to base design and utilisation. While the early developments in computer based learning largely concentrated on mainstream education, leaving those with special needs behind, the potential of VR as an educational tool was exploited for those with intellectual disabilities right from the start. This paper describes the empirical evidence that has contributed to the development of educational virtual reality for those with intellectual disabilities: studies on transfer of learning from the virtual to the real world; how teachers might support those using VR; the design of virtual environments and what input/control devices best facilitate use of desktop VR. Future developments and ethical issues are also considered
Residential school placements for children and young people with intellectual disabilities: their use and implications for adult social care
Out of area residential placements are associated with a range of poor outcomes for adults with intellectual disabilities and behaviours that challenge. In recent years there has been an increased drive to reduce such placements at as early a stage as possible. In this context the current review collates research and policy regarding use of residential schools for children and young people with intellectual disabilities and transition from these settings to adult services. The review highlights that relatively little is known about both use of, and transition from, residential schooling for children and young people with intellectual disabilities in the UK. Thirteen articles are identified: 7 examining the child or families’ experiences before placement, 4 examining outcomes during the placement, and 4 examining the process of transitioning from the placement and longer term outcomes. The methodological quality of articles was often limited. A lack of control groups, independent samples, or adequate sample sizes was particularly notable. Results are discussed in relation to factors that lead to a child’s placement in a residential school, children and families’ experiences of the placement, and outcomes following placement, including the transition process. A number of research priorities are highlighted based on gaps in the literature. Examples of alternative forms of support from clinical practice are provided, with recognition that a multi-element model is likely to be needed to provide high quality support to this group of young people
Surveying Persons with Disabilities: A Source Guide (Version 1)
As a collaborator with the Cornell Rehabilitation Research and Training Center on Disability Demographics and Statistics, Mathematica Policy Research, Inc. has been working on a project that identifies the strengths and limitations in existing disability data collection in both content and data collection methodology. The intended outcomes of this project include expanding and synthesizing knowledge of best practices and the extent existing data use those practices, informing the development of data enhancement options, and contributing to a more informed use of existing data. In an effort to provide the public with an up-to-date and easily accessible source of research on the methodological issues associated with surveying persons with disabilities, MPR has prepared a Source Guide of material related to this topic. The Source Guide contains 150 abstracts, summaries, and references, followed by a Subject Index, which cross references the sources from the Reference List under various subjects. The Source Guide is viewed as a “living document,” and will be periodically updated
Research and pupil voice
"There are many reasons for involving children and young people in the process of research (Kirby, Lanyon, Kronin, & Sinclairl,2003). We may for example believe that the research will be better or more meaningful,and have greater validity in revealing children’s views and experiences. Additionally we may believe in the importance of democratic participation, and that children should contribute to the decision-making process in the development of aspects of their lives that particularly concern them. We may also as educators recognize that contributing to the research process provides an important vehicle for personal development. There is therefore a growing body of interest in developing research that might be described as participatory,whether this involves ensuring that the voices of all children are included, extends to the active engagement of children in the research process, or (as in emancipatory research traditions) involves children explicitly leading the research process.
The sustainable delivery of sexual violence prevention education in schools
Sexual violence is a crime that cannot be ignored: it causes our communities significant consequences including heavy economic costs, and evidence of its effects can be seen in our criminal justice system, public health system, Accident Compensation Corporation (ACC), and education system, particularly in our schools. Many agencies throughout New Zealand work to end sexual violence. Auckland-based Rape Prevention Education: Whakatu Mauri (RPE) is one such agency, and is committed to preventing sexual violence by providing a range of programmes and initiatives, information, education, and advocacy to a broad range of audiences. Up until early 2014 RPE employed one or two full-time positions dedicated to co-ordinating and training a large pool (up to 15) of educators on casual contracts to deliver their main school-based programmes, BodySafe – approximately 450 modules per year, delivered to some 20 high schools. Each year several of the contract educators, many of whom were tertiary students, found secure full time employment elsewhere. To retain sufficient contract educators to deliver its BodySafe contract meant that RPE had to recruit, induct and train new educators two to three times every year. This model was expensive, resource intense, and ultimately untenable. The Executive Director and core staff at RPE wanted to develop a more efficient and stable model of delivery that fitted its scarce resources. To enable RPE to know what the most efficient model was nationally and internationally, with Ministry of Justice funding, RPE commissioned Massey University to undertake this report reviewing national and international research on sexual violence prevention education (SVPE)
Social, Emotional, and Behavioral Functioning for Transitional-Aged Youth with Autism
There is mounting evidence to suggest that higher numbers of individuals with Autism Spectrum Disorder (ASD) are being identified, including a wide range of severity and outcome (Eaves & Ho, 2008). As identification of ASD has improved, there is a larger proportion of identified young adults with ASD (YA-ASD) in the transition to adulthood (Centers for Disease Control and Prevention, 2010). Though exceptionally talented in many cases, a large proportion YA-ASD have difficulty establishing independence and navigating the complex social nuances of a workplace, many end up “homebound” with difficulty finding employment (Daley, Weisner, & Singhal, 2014; Shattuck, Wagner, Narendorf, Sterzing, & Hensley, 2011; Taylor & Seltzer, 2011). It is quite likely that remaining homebound has far-reaching effects on the development of self-efficacy and mood functioning. In response to this challenge parents, advocates, and individuals with ASD have developed a technology-training program to help teach skills that will allow individuals with ASD to be independent: increasing skills and kindling hope for the future. The current study sought to explore the impact of the training program components on anxiety, depression, and friendships, specific to YA-ASD in the transition to adulthood. YA-ASD (n = 23) from vocational training program were given Achenbach System of Empirically Based Assessment - Adult Self-Report (ASR) before and after an 8-week period in a vocational program. Group and individual difference were measured for significant change. Few group significance was observed across the scales of the ASR. Some individual significance was observed, however no patterns of individual significance was found
Motivation of people with intellectual disabilities in technology design activities: the role of autonomy, competence, and relatedness
publishedVersio
The sustainable delivery of sexual violence prevention education in schools
Sexual violence is a crime that cannot be ignored: it causes our communities significant
consequences including heavy economic costs, and evidence of its effects can be seen in our
criminal justice system, public health system, Accident Compensation Corporation (ACC),
and education system, particularly in our schools. Many agencies throughout New Zealand
work to end sexual violence. Auckland-based Rape Prevention Education: Whakatu Mauri
(RPE) is one such agency, and is committed to preventing sexual violence by providing a
range of programmes and initiatives, information, education, and advocacy to a broad range
of audiences.
Up until early 2014 RPE employed one or two full-time positions dedicated to co-ordinating
and training a large pool (up to 15) of educators on casual contracts to deliver their main
school-based programmes, BodySafe – approximately 450 modules per year, delivered to
some 20 high schools. Each year several of the contract educators, many of whom were
tertiary students, found secure full time employment elsewhere. To retain sufficient
contract educators to deliver its BodySafe contract meant that RPE had to recruit, induct
and train new educators two to three times every year. This model was expensive, resource
intense, and ultimately untenable. The Executive Director and core staff at RPE wanted to
develop a more efficient and stable model of delivery that fitted its scarce resources.
To enable RPE to know what the most efficient model was nationally and internationally,
with Ministry of Justice funding, RPE commissioned Massey University to undertake this
report reviewing national and international research on sexual violence prevention
education (SVPE). [Background from Executive Summary.]Rape Prevention Education: Whakatu Maur
Students with Disabilities in Dutch VET: An Exploratory Study
[Excerpt] The inclusion of persons with disabilities in general programmes of vocational training has been called for by the ILO in international labour standards over many years, including standards relating to Human Resources Development and disability-related standards. This call is taken up strongly in the UN Convention on the Rights of Persons with Disabilities which calls on States Parties to take appropriate steps to enable persons with disabilities to have effective access to general tertiary education, vocational and life-long learning without discrimination and on an equal basis with others, and to ensure that reasonable accommodation is provided to that effect.
While many countries have expressed commitment to this vision of inclusive vocational training, progress has been limited, even in countries which have adopted policies to promote, and there has been limited analysis of the factors hindering the effective implementation of such policies. It was thus appropriate for the ILO to undertake this exploratory study, to seek to pinpoint elements of policy and practice that might need to be addressed, if these policies on inclusion are to make a difference to persons with disabilities seeking to develop their skills with a view to obtaining decent jobs. The issues identified in this study will hopefully contribute to the wider policy debate, particularly on the matter of instructor preparation for disability inclusion and on the impact of funding arrangements. It will also hopefully stimulate further research to establish whether the patterns identified here are general patterns to be found and tackled elsewhere
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