DISABILITY STATUS AND VICTIMIZATION: AN EXAMINATION OF MEDIATING FACTORS ON RISK

Current estimates of the world’s population demonstrate that approximately 15-19 percent of individuals possess some form of disability (Hughes et al., 2012). Studies examining the victimization risk of this group have found that the disabled are approximately two times more likely to experience victimization, as compared to their non-disabled counterparts (Emerson & Roulstone, 2015; Sobsey, 2014). In addition to the increased likelihood of victimization, researchers have documented variation in risk across different disability statuses (Kahlifeh et al., 2013; Turner et al., 2011). Although there is evidence of a differentiation in risk, reasons behind this variation have been neglected. Furthermore, studies regarding the victimization of some forms of disability, such as the hearing impaired, have been limited. Utilizing Cohen and Felson’s (1969) routine activities theory, a series of multivariate logistic regressions were conducted employing data from the Life Opportunities Survey collected in the U.K. The first step in the analysis was to establish victimization risk across disability statuses. Second, target suitability, guardianship, and exposure factors associated with varying forms of impairment were incorporated to account for any potential mediation of the association between disability status and the outcome variable, victimization. I found that there is significant variation in risk across disability statuses. In addition, aspects of routine activities/lifestyles vary significantly across different forms of disability. Conversely, these elements did not mediate the relationship between disability status and victimization

Textbook Aliteracy in Teacher Education: Information Everywhere, But How Much Do They Read?

This article explores the problem of textbook aliteracy, i.e. the failure to read assigned texts despite the ability to do so. Constructivism is its theoretical frame. Teacher education students at a medium-sized university in the Southern Appalachian Mountains were surveyed on their textbook reading practices. Ninety percent of the 116 students completing the survey reported studying instructors’ power points in preference to completing assigned readings, at least some of the time. All were readers, though a majority (68%) reported at least some difficulty reading assigned texts. Often, they appeared to be avoiding the challenges posed by demanding text. The authors undertook various strategies to compel and encourage precise reading of informational text, with mixed results