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1.
John W. Gibson 《Educational gerontology》2013,39(6):607-619
The numbers of aging and older persons with developmental disabilities are rapidly growing. Knowledge based on new and ongoing research is fast beginning to accumulate. Efforts to provide training, both preservice and in‐service, are beginning to be implemented. This article (a) reports on existing health‐care training materials, (b) discusses service providers’ training needs in the area of developmental disabilities and aging, and (c) provides recommendations for future training and curriculum development. The investigation included a search of library and archival records for existing information on health, aging, and developmental disabilities; semistructured interviews with 20 “expert” providers of health care to developmentally disabled elderly individuals; and a survey of 245 service providers for their perceptions of providers’ training needs in the area of health care for older adults with developmental disabilities. 相似文献
2.
随着社会文明的不断进步,社会保障体系的不断完善以及残疾人收入的显著提高,作为细分客源市场中的残疾人表现出高涨的外出旅游需求。但目前我国残疾人旅游市场还处在起步阶段。以问卷调查为手段,对残疾人旅游需求特征以及影响残疾人旅游因素进行分析,进而提出实现残疾人旅游需求的对策。 相似文献
3.
Ceren Karaatmaca Mehmet Altınay Emete Toros 《International Journal of Disability, Development & Education》2019,66(5):510-527
ABSTRACTThe aim of this qualitative study is to evaluate the role of non-governmental organisations in disabilities services. The study group comprised of nine representatives of each of these NGOs. Data obtained by semi-structured interviews were analysed by using the content analysis method on RQDA qualitative data analysis software. Voice of disabled people is represented through non-profit organisations. In enhancing capacity for development, considering the scope of disability (physical, social barriers), societal attitudes, and religious factors’ impact on society attitudes on persons with disabilities that disabled people are sick and helpless and need to be looked after and medical models that consider disabled people as sick patients trying to recover seem to be important. Content analysis was done to evaluate service capacity of Profession NGOs for the disability. This research study revealed that Profession type of non-governmental organisations need awareness on disability. They need in-service training to understand practices for disabled people. Integration of self-help projects, networking mechanism are essential for the development. The method of Sensitivity Training which is one of the most emphasised organisational development techniques comes forward. Expression of this education with the concept of sensitivity comes from recognising and understanding the behaviour of individuals. 相似文献
4.
《Africa Education Review》2013,10(1):123-139
Abstract Globally, most children with disabilities are neglected by society. Research shows that the majority of the world's 450 million people with disabilities are found in developing countries (Sullivan and Knutson, 1998 and 2000). This study seeks to: (a) identify available programmes of education and policies that are aimed at helping children with disabilities in schools; (b) determine the nature of services that are available to disabled children in schools; and (c) determine some strategies that the government and society can use to help children with disabilities in Botswana schools. A qualitative, explorative and contextual research design was used for this research. Data were collected using a document analysis from the Revised National Policy of 1994, in which the Special Education Policy is set out; the Botswana Population Census of 1991; and the Botswana Centre for the Disabled News Letter of 1999. Researchers collected data from these documents by making detailed notes. The study found that there are too few schools, and inadequate facilities, for children with disabilities in Botswana. 相似文献
5.
本研究旨在了解北京市0-7岁残疾儿童家庭康复需求的状况,为政府部门建构残疾儿童康复服务支持体系提供参考建议,对133名北京市智力残疾、听力残疾、肢体残疾、精神残疾、多重残疾共5类残疾儿童家长进行问卷调查。结果发现残疾儿童家长对咨讯支持、经济支持和专业支持需求强烈,对服务支持和精神支持也有较强需求。残疾孩子的母亲对咨讯支持需求显著高于残疾孩子的父亲,40岁以上的被试对精神支持需求显著高于40岁以下的被试,残疾程度为重度(一级)的家庭对精神支持需求显著高于其他残疾程度儿童家庭。研究者认为北京市0-7岁残疾儿童家庭康复需求强烈,相关部门和机构应适时给予残疾儿童及其家庭适当的支持服务。 相似文献
6.
残疾人在社会生活和工作中属于较为典型的弱势群体,他们的日常生活面临许多的特殊困难,因此也十分需要得到社会关注和保障。内蒙古乌海市是一个以工业发展起来的移居型城市,在整体的经济当中工业占了很大的比例,其中各种矿业尤为的发达,乌海的矿产资源非常丰富,因为地理特征及自然条件的特殊,使得该地区的残疾人要比普通地区的多些,残疾人的致残原因也多因矿难和职业病,所以本文根据第二次全国残疾人抽样调查汇总数据,对乌海市海南区的残疾人社会保障状况做了具体的描述,根据现状分析了存在问题的特殊性并提出具有针对性建议,如,实现残疾人保障制度规范化;提供稳定可靠地基本生活保障;提高残疾人教育水平;积极促进就业;实现多元化服务等来提高残疾人社会保障体系。 相似文献
7.
论网络对残疾人教育的促进作用 总被引:6,自引:1,他引:6
残疾人教育是一个重要的社会问题,社会还没有给残疾人提供一种无障碍的教育环境,而高科技的网络工具能极大地改善残疾人的外部学习条件,创造平等的学习机会,从而提供一种无障碍的教育环境。网络对残疾人教育有着积极的影响,但目前在残疾人教育中应用网络技术还有很多困难和问题,需要政府、社会各界和残疾人群体共同为积极推动和加快发展残疾人的网络事业做出贡献。 相似文献
8.
为了研究地区分层效应下残疾人的就业状况及其影响因素的重要程度,基于2017年全国残疾人基本服务状况和需求专项调查中的S省数据,选取基本人口学因素、家庭因素、社会环境因素等变量,引入地区分层变量,构建两水平Logistic回归模型对残疾人就业影响因素进行分析,并基于梯度提升决策树(GBDT)模型对影响因素进行重要性度量。研究结果表明,基本人口学因素对残疾人就业的影响作用最强,社会环境因素次之,家庭因素最弱。影响残疾人就业的因素中,重要性得分最高的前三位分别为受教育程度、残疾类型、年龄。地区分层效应下,受教育程度、家庭收入状况、家庭住房状况对残疾人就业具有显著正向作用,残疾等级、是否参加医疗保险对残疾人就业呈现负向作用。 相似文献
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高等职业教育是发展残疾人事业的重要途径 总被引:7,自引:2,他引:7
本文在分析残疾人事业与残疾人教育关系的基础上,指出只有积极发展残疾人高等教育,才能不断满足残疾人的教育需要,并着重论述了残疾人高等职业教育是发展残疾人事业的重要途径. 相似文献
12.
The Americans with Disabilities Act of 1990 (ADA) insures greater accessibility of disabled persons to the workplace. This
includes persons with dyslexia and other learning disabilities. The ADA requires reasonable accommodations for persons with
disabilities, yet it is different in its mandates from many other federal laws addressing disability-related issues.
This article reviews some of the critical provisions of the ADA as it applies to persons with dyslexia, outlines a procedure
through which the employer and employee negotiate accommodations, and offers examples of typical workplace problems and corresponding
modifications. Finally, some of the talents and strengths often associated with dyslexia are described, as is their potential
value in the workplace. 相似文献
13.
Dennis Raphael Ivan Brown Rebecca Renwick Irving Rootman 《International Journal of Disability, Development & Education》1996,43(1):25-42
A conceptual model of quality of life and associated instrumentation for collecting data from persons with developmental disabilities are presented. The conceptual model assumes that the components of quality of life for persons with developmental disabilities are the same as for all persons. Additionally, in recognition of the complexity and importance of quality of life assessments, a multi‐method, multi‐source approach was developed. Results from a preliminary study provide evidence for the reliability and validity of the instrumentation associated with the model. The meaning of these preliminary results are examined and the issues raised by such assessments are discussed. 相似文献
14.
Ozcan Konur 《Assessment & Evaluation in Higher Education》2002,27(2):131-152
Although there are over 68,000 disabled students in higher education programmes in the UK, a laissez-faire policy has been adapted regarding the provision of assessment services for these students, with a result that there have been no statutory duties for these programmes not to discriminate against them. With the introduction of the Special Educational Needs and Disability Act (2001) amending Part IV of the Disability Discrimination Act (1995), it would be timely to consider assessment related issues and benefits from the experiences of the US higher education programmes and educational testing agencies in this area since the mid-1970s. This paper argues that it is the academic achievement of disabled students that should be measured by the assessment services, not their disabilities. Without the provision of reasonable assessment adjustments, as the research shows, it is inevitable that disabilities of disabled students would be measured not their academic achievements, contrary to the main argument put forward by Sharp and Earle (2000) among others. The paper argues for a historical role for the educators and administrators of higher education programmes in eliminating discrimination against disabled students in provision of assessment services at every stage of their studies in the long run. 相似文献
15.
Nancy Spencer-Cavaliere Bethan C. Kingsley Carmen Norris 《International Journal of Disability, Development & Education》2018,65(2):214-228
Despite recognition that social inclusion is a primary goal within the field of human services, people with disabilities continue to live lives of clienthood, marginalisation, and exclusion and human services staff struggle to make social inclusion a priority. The purpose of this study was to explore the perspectives of human services staff about their experiences of an organisationally inspired initiative intended to change the focus of their everyday practices to better facilitate the social inclusion of persons with disabilities. A qualitative case study was used to gather observations, field and reflective notes, semi-structured interviews with staff (n = 15), and reflexive journaling. Thematic analysis of the data led to three themes: (a) challenges, old and new, (b) needing (careful) change, and (c) creating, learning and working together. These findings highlight the complexity of how to create change in the field of human services, but also demonstrate how innovative approaches have the potential to shift and reimagine how human services workers can better support people with disabilities in living meaningful lives. 相似文献
16.
S. Anthony Thompson Mary Bryson Suzanne de Castell 《International Journal of Disability, Development & Education》2001,48(1):53-65
The theoretical and practical constraints of identity formation for lesbian, gay, and bisexual (LGB) persons with developmental disabilities are explored. Firstly, disability and queer theory and conceptions of identification and community are presented. This is followed by a synopsis of some of the common societal myths about disability and about homosexuality. Thirdly, we trace how these myths affect and filter into caregiver attitudes, lesbian and gay communities and communities of persons with disabilities, including developmental disabilities. All these factors conspire to inhibit self-identification as LGB for persons with developmental disabilities. It is further argued that neither disability theorists nor queer theorists have adequately accounted for such complex identities, and that, perhaps, a fusion of disability theory and queer theory may provide a more comprehensive lens to capture these complexities. We conclude with tentative yet practical suggestions to begin to create community for LGB persons with a developmental disability. 相似文献
17.
Dorothy Jean Yocom Kenneth M. Coll 《Community College Journal of Research & Practice》2013,37(6):571-575
This study was undertaken to investigate the perceptions held by developmental educators and counselors—student affairs professionals of current procedures for working with students with learning disabilities in community colleges. Current knowledge of students with learning disabilities and perceptions about their academic success were also examined. Implications for practice based on the results of this study were included. 相似文献
18.
This paper examines the limitations of standard scores of achievement tests commonly used in diagnosing learning disabilities. The consideration of these limitations is an important factor in attempting to decide whether a marked discrepancy exists between ability and achievemen, a requirement for the diagnosis of learning disabilities under Public Law 94–142. The phrase “standard score scale” is ambiguous because it can refer to both status score scales and developmental score scales. Unfortunately, many school psychologists seem unaware of the distinction between these two types of standard scores and the ramifications of this distinction. Many standardized achievement tests commonly used in the assessment of learning disabilities use status standard scores despite their severe limitations (noncomparability across grade levels and subjects, and failure to reflect changes in variability across grade levels). While developmental standard scores are to be preferred over status standard scores in diagnosing learning disabled children, their value is significantly lowered because they require greater growth for below-average students than for average or above-average students. Moreover, developmental scores are nonequal interval and they assume that subject matter is normally distributed within age or grade groups. Although we recommend the use of developmental standard scores over status standard scores, we urge that they be interpreted cautiously. 相似文献
19.
In adult literacy programs today, well-intentioned but inadequately prepared volunteer tutors are being matched with learning
disabled adult students without the benefit of receiving training from experts in the field of language/learning disabilities.
The collaboration of adult literacy providers and learning specialists is obviously the most resourceful, yet most untried,
solution to a problem that is plaguing volunteer-based programs across the country: meeting the needs of learning disabled
adults. One adult literacy program—READ/San Diego of the San Diego Public Library—recognized that its volunteer tutors needed
training in special instructional methods to teach adults who evidence learning disabilities. Accordingly, the program’s administrator
obtained the services of specialists to develop a learning disabilities tutor-training module. This article (1) presents an
overview of preservice volunteer training at READ/San Diego; (2) discusses informal assessment procedures that help identify
possible language/learning disabilities in adults and provide valuable information for instructional planning; and (3) describes
selected multisensory teaching techniques designed especially for adults who “learn differently.” 相似文献