Transitioning to Adulthood in Sweden: Comparing the Priorities of Immigrant Youths with Disabilities and Caregivers, from Middle-Eastern Countries

Background: There is limited knowledge about perceived challenges during the transition to adulthood among immigrant youths who are originally from Arabic-speaking countries but now residing in Sweden. Aim: The aim of this study was to describe self-identified problems encountered by immigrant youths with disabilities from Middle Eastern countries who were living in Sweden during their transition to adulthood and to compare these descriptions to the problems identified by their caregivers.Methods: Seventeen semi-structured interviews using the Canadian Occupational Performance Measure were conducted with 17 immigrant youths with intellectual disabilities aged 13-24 years and 16 caregivers, originally from Middle Eastern countries. The participants’ prioritized problems were categorized using the International Classification of Functioning, Disability and Health-Children & Youth Version, focusing on Activity and Participation.Results: A difference in priorities during transition was found when comparing the youths’ and the caregivers’ views. Most of the youths’ priorities were identified in the chapter “Major Life Area” about basic economic transactions and seeking employment, whilst the caregivers thought their youths’ prioritized “self-care”.Conclusion and implications for practice: Planning the best transition for immigrant youths with disabilities involves enabling them to identify their own preferences and needs while collaborating with caregivers and taking into consideration the cultural norms and traditions of collective caregiving

District 75 Redesigned for Students with Autism Spectrum Disorder

This paper is intended to analyze what is currently offered by the New York City Department of Education, and District 75 (D75) school programs, to students with moderate to severe autism spectrum disorder (ASD) and their families. Changes to District 75 programming, based on current research, could vastly improve educational outcomes for students with ASD. Individuals on the autistic spectrum have been historically underrepresented, under-resourced, and underestimated. This paper highlights an educational and social justice need for change. Using the framework that analyzes race and ability called Dis/ability Race Studies (DisCrit), educators and administrators will come to understand that disability classifications are often based on professional judgment that is subjective, and, therefore subject to the influence of bias and cultural misunderstandings. As educators and administrators, the goal is to educate students with ASD in a student-centered environment with the presumption of competence. A sample will be provided that will examine what is currently available in the five boroughs of New York City and why change is needed within the currently established programs. Analysis of the long-term effects on students, if they are not given an education that is tailored to their needs, is included, as well as what the most appropriate education would be for students with ASD. Additionally, I will provide a blueprint for a new school program that is science and research-based for ASD students using the Universal Design to Learning (UDL) framework, best teaching practices, and student and family-centered policies, which can be adopted by the New York City Department of Education for all District 75 schools that educate children on the autistic spectrum

Homelike Characteristics of Maine\u27s Residential Services: A Survey of Maine\u27s Residential Service Settings (2010)

To better understand the nature of the residential facilities serving more than 19 percent of Maine’s Long Term Services and Supports (LTSS) population, the Maine Department of Health and Human Services commissioned the Muskie School to conduct a survey of residential facilities as part of its update to Maine’s LTSS profile. The goal of the Maine Residential Settings Characteristics Survey, conducted between July and September 2010, was to measure the homelike characteristics of residential settings. The survey sample comprised a total of 636 facilities which included all licensed residential care facilities or private non-medical licensed institutions. The survey response rate was 82.9%, and survey questions collected information about the facilities\u27 physical characteristics and features, services, resident characteristics, and policies relating to autonomy and privacy

Impacts of an Inclusive Education Program for Adults with Intellectual/Developmental Disabilities Within a Postsecondary Environment

Over the last two decades, postsecondary institutions in Canada and globally have created programs to include persons with intellectual/developmental disabilities (IDD) in higher education. These programs vary in their scope but generally aim to provide an inclusive opportunity for persons with IDD to attend postsecondary education alongside their same-aged peers. This research study focused on one program at a university in Southern Ontario that has been providing an inclusive campus experience for over 25 years. The study was guided by the research question, “What are the impacts realized by former program participants, their parents/caregivers, former student volunteers, and university partners from involvement with an inclusive education program within a postsecondary environment”? Interview data were derived from 17 semi-structured interviews across four stakeholder groups and were examined using thematic analyses. Findings indicated three major areas of impact: friendship, growth, and belonging. Implications describe steps for broader implementation and a call-to-action for postsecondary institutions to push for greater inclusivity of persons with IDD within higher education

The Value of Caregiver Time: Costs of Support and Care for Individuals Living with Autism Spectrum Disorder

When a child is diagnosed with autism spectrum disorder, the significance of the impact that diagnosis can have on his or her family’s life is incalculable, except in one respect: cost. If that child is severely impacted and requires constant and lifelong supports, then the value of caregiver time required to support that individual is approximately $5.5 million higher than that for someone without autism. An autism diagnosis of a high-needs child at age two represents the equivalent of telling the family that they must make an immediate lump-sum investment on that day of$1.6 million, invested at a five-per-cent return, to pay for the lifetime costs of care and support their loved one will require. And that amount does not even account for added professional services, such as speech therapists, psychologists, and occupational therapists, or additional out-of-pocket expenses that may be required, such as special equipment or diets. Autism is the most common neurological condition diagnosed in children and it is now estimated that one in 88 children will be diagnosed with autism spectrum disorders. Yet, across Canada, there are significant gaps in the publicly provided support system, leaving the cost burden to be picked up by families. In the case of those individuals requiring constant support, 24 hours a day, every day, the cost of hiring caregivers alone would require an annual income of $200,000 — before a family even begins to pay for shelter, clothing, groceries and other basic necessities. Already families with severe high-needs children are more likely to experience lower income than they might otherwise, due to the extra care commitment their loved one requires. Only a very few families will have the means to afford to pay for total care. So, in most cases, the responsibility for care falls largely, if not entirely, on the family, or in a worst-case scenario, the autistic individual is left with inadequate care. Autism is an expensive condition and governments may underestimate the full cost of community-based supports needed for the vast range of unique needs of those living with autism. A scan of provincial programs finds a patchwork of unequal and incomplete supports for individuals living with autism spectrum disorders. Gaps are particularly evident once individuals leave the public school system, where they are at least provided with some form of day support. Sufficient adult day supports, evening and night supports, quality group homes, the availability of properly trained caregivers and respite services, recreational activities, post-secondary opportunities and employment supports all suffer varying levels of inadequacy across the country. As autism becomes increasingly prevalent, continuing to rely largely on family supports where community services are fragmented or unavailable is not a sustainable approach. Canadian policy-makers will need to consider the costs of a growing and aging population of individuals living with autism who need a range of supports so that adequate quality of care and a decent quality of life are enjoyed by many who remain some of this country’s most vulnerable citizens

Developing and Implementing Self-Direction Programs and Policies: A Handbook

Provides a guide to designing, implementing, and evaluating service delivery models that allow public program participants to manage their own care services and supports. Outlines elements of employer and budget authorities, enrollment, and counseling

The experience and perceptions of support of people with mild to moderate intellectual disability and how this relates to their identity: and Clinical Research Portfolio

Introduction: Research has highlighted that people with intellectual disabilities value their support but also report areas of dissatisfaction in how it is delivered. Previous research has also been conducted on the stigma associated with having an intellectual disability, but little research has emerged on the impact being supported has on their sense of identity. Method: Ten adults aged between 24 and 36 years with a mild or moderate intellectual disability, living within their own tenancy or supported accommodation and in receipt of paid support were recruited. Semi structured interviews were carried out and data were analysed using Interpretative Phenomenological Analysis. Results: Analysis identified two overarching themes: 1) support feels like a need and a comfort; 2) Acceptance of support is influenced by the sensitivity of its delivery. Personal histories were found to impact on individual’s ability to trust others and form meaningful connections. Conclusions: The way support is delivered to individuals can affect the sense of control they have over their lives and feelings of being respected and valued, ultimately impacting on their self-identity. Services should consider the aspects of support valued and what changes can be made to promote positive identities

Evaluation of Video Prompting To Teach Students with Intellectual Disabilities to Use a Cell Phone

For students with ID communication cannot be taken for granted. Not only is it vital that students with ID be able to express their wants and needs on a daily basis, but communication is paramount in order to express ideas and consider options for their future as well as to build and maintain friendships. These are important elements for a successful transition from school to adulthood. Ninety-five percent of adults without disabilities between the ages of 18-34 own cell phones compared to twenty-eight percent of adults with ID. This disparity is due in part to lack of access, training and support. As it is predicted that the cell phone-only lifestyle is a trend that will continue over time, students with ID need to be taught specific communication skills. This includes the digital skills necessary to use a cell phone. Video prompting instruction has been used to teach students with ID a variety of skills. This method offers the ability to focus on specific tasks, materials, and settings. While affording a student the opportunity for repeated practice video prompts can also be viewed on computers, laptops, tablets, and phones

A review of the evidence on the use of ICT in the Early Years Foundation Stage

This report reviewed existing evidence on the potential of technology to support the development of educational policy and practice in the context of the Early Years Foundation Stage. Reference is made to the use of ICT by young children from aged birth to five years and its potential impacts, positive and negative on their cognitive, social, emotional educational, visual and physical development

Progressive accommodation for seniors : interfacing shelter and services

The purpose of this book is to explore the reasons why clients, agencies and governments are considering options that blend shelter and care, the barriers impeding their development and how these have or may be overcome at both the policy and the practice level. New ways of measuring person-environment fit and the potential of maximizing it via enabling technologies are also examined. The target readership includes researchers, architects, policy makers, developers, care providers and operators of existing seniors housing, all of whom can benefit from a better understanding of the multiple issues involved in interfacing shelter and services.TABLE OF CONTENTS: Introduction / Gloria M. Gutman and Andrew V. Wister; Part I: Changing Clients, Economics and Expectations in Housing for Seniors: Chapter 1- Current Demographics and Living Arrangements of Canada\u27s Elderly / Gordon E. Priest; Chapter 2- Choice, Control, and the Right to Age in Place / Veronica Doyle. Part II: Problems in Providing Service within Existing Seniors Housing: Chapter 3- Current Realities and Challenges in Providing Services to Seniors: The Home Care Perspective / Lois Borden and Joan McGregor; Chapter 4 - Difficulties in Providing Support Services in Buildings Constructed Under Shelter-Only Housing Policies / Reg Appleyard. Part III: Transcending Barriers to Combining Shelter and Services: Chapter 5- Public, Private and Non-Profit Partnerships: The CCPPPH Link / C.W. Lusk; Chapter 6- Group Homes: The Swedish Model of Care for Persons with Dementia of the Alzheimer\u27s Type / Elaine Gallagher; Chapter 7- Supportive Housing for Elderly Persons in Ontario / Garry Baker; Chapter 8- Social Policy Models for Shelter and Services: An International Perspective / Satya Brink. Part IV: Measuring and Maximizing Person-Environment Fit: Chapter 9- Measuring Person-Environment Fit Among Frail Older Adults Using Video / Andrew V. Wister and James R. Watzke; Chapter 10- Assessing the Client\u27s Perception of Person-Environment Fit Using the Canadian Occupational Performance Measure / Anne Carswell. Part V: Enabling Technologies in Housing for Seniors: Chapter 11- Personal Response Systems: Canadian Data on Subscribers and Alarms / James R. Watzke; Chapter 12- Older Adults\u27 Response to Automated Environmental Control Devices / James R. Watzke and Gary Birch; Chapter 13- Use and Potential Use of Assistive Devices by Home-Based Seniors / William C. Mann; Chapter 14 - Necessary Elements of a Cost-Effectiveness Analysis of Technical Aids for the Elderly / George Abrahamsohn, Gloria M. Gutman and Andrew V. Wister; Chapter 15- Bridging the Technology Gap - The Links Between Research, Development, Production and Policy for Products Supporting Independent Living / Satya Brin