Institutional Conditions to Improve the Educational Outcomes of Part-time Community College Students

Community college graduation rates are low for the entering cohort of degree or certificate-seeking students who have always attended full-time. After six years, four out of 10 students fail to earn a credential or continue to be enrolled. Graduation rates are even lower for students who enroll consistently on a part-time basis. Approximately three out of four of these students fail to earn a credential within six years. Much of the blame for failure of part-time students is attributed to their demographic characteristics, their lack of motivation, and poor educational preparation for college. Some of these characteristics result in their marginalization in higher education. High failure rates cause problems at the student, institutional, state, and national levels. Of particular interest to this study are factors that have been documented to promote persistence. These include the extent to which part-time students are engaged in the academic and social environment and the extent to which students develop a sense of belonging within the classroom, clubs or organizations, program or department, or the institution as a whole. Qualitative research methods were used in this dissertation to design and conduct a multiple case study at two community colleges in New England. The purpose of the study was to learn about the supports and impediments to student success. The two case studies are based on interviews or focus groups with 84 administrators, faculty, current students, and former students. In addition, documents were reviewed at both institutions. Five key findings were associated with this study. COMMUNICATION was the central and all-embracing issue that affected success of part-time community college students. Campuses operated without distinctions being made between full-time and part-time students. Student engagement and sense of belonging were most likely to take place in the classroom. Administrators acknowledged the importance of faculty professional development opportunities and faculty indicated that they would benefit from a greater understanding of student experiences and the barriers that confront most part-time students. Communication problems between academic offices and student affairs were apparent. Programmatic recommendations are provided for community college presidents and vice-presidents and areas for future research are discussed

The Healthy People 2020 Roadmap for Massachusetts Children & Youth with ASD/DD: Understanding Needs and Measuring Outcomes

The Massachusetts Autism Commission 2012 report identified “a critical need to develop a comprehensive statewide approach” to respond to the needs of the rapidly increasing population of people with autism spectrum disorder and developmental disabilities (ASD/DD). In response, UMass Medical School has been conducting a needs assessment to inform efforts to establish a state-level data collection and surveillance plan for systems of services for children and youth with ASD/DD. Although Massachusetts is a resource rich state, through a review of secondary data analysis, key informant interviews, focus groups, and surveys, the needs assessment has identified certain gaps in services and coverage. Selected findings are shared here, though much more exists. Presented at the 2015 AUCD (Association of University Centers on Disabilities) Annual Conference

Moving Beyond Google Translate: What Massachusetts Families from Diverse Cultures Need for Effective Autism Services and Supports

The project team conducted a state needs assessment of children and youth with Autism Spectrum Disorder (ASD) and Developmental Disabilities (DD) that aligns with the six MCHB Healthy People 2020 core indicators (i.e., early identification, medical home, access to community-based systems of care, family involvement, transition to adulthood, and insurance). The results will inform state efforts to establish a state-level data collection and surveillance plan for systems of services for children and youth with ASD and DD. Preliminary data from the needs assessment across multiple sources indicate that screening and evaluation for ASD and other DD’s in Massachusetts occur less frequently in non-native English-speaking populations and other minority cultures, demonstrating a need for systemic improvement

Considering Culture in Autism Screening: Lessons Learned by the MA Act Early Team

Non-English and non-Caucasian children are diagnosed with autism spectrum disorders (ASD) and other developmental disorders at later ages, and with lower prevalence than their counterparts. The Massachusetts Act Early state team sought to address this gap so that at-risk families from diverse backgrounds receive more effective autism screening. Presented at the Association of University Centers on Disability 2012 Conference

Les kibboutsim d'inspiration religieuse

Gabovitch Baruch. Les kibboutsim d'inspiration religieuse. In: Archives de sociologie des religions, n°2, 1956. pp. 98-101

Family-Centered Care for Children With Autism Spectrum Disorders: A Review

Much has been written about family-centered care (FCC) as a best practice for children with special health care needs. There is limited research on the extent to which children with autism spectrum disorders and their families receive FCC or to delineate what elements of FCC are particularly important to meet their needs. We will examine the extant literature on FCC as a collaborative and empowering practice, the perceptions of parents of children with disabilities about FCC in both the healthcare and education fields, and will review the limited research on the specific needs of families that have a child with ASD. As part of this review, we will identify future directions for research and practice in caring for children with ASD and their families