Search results for ‘Subject term:"physical disabilities"’ Sort:
Results 1 - 3 of 3
Social support and barriers to post-secondary education: experiences of students with physical disabilities in Canada
- Authors:
- ANDERSON Martin P., et al
- Journal article citation:
- British Journal of Occupational Therapy, 59(12), December 1996, pp.575-580.
- Publisher:
- Sage
Individuals with disabilities are less likely to receive post-secondary education than their non-disabled peers. This may be related to the barriers faced by students with disabilities or a lack of appropriate support in addressing them. A group of post secondary students with disabilities and a group of non disabled post-secondary students completed the Perceived Support Network Inventory (PSNI) and a semi-structured interview which included social network mapping. Using a case-control, cross-sectional research design, the results showed that social network composition did differ between the groups and gender was significantly correlated with overall social support. The clinical implications of these findings for occupational therapy practice are discussed along with suggestions for future research.
The paradox of discriminatory practices as a means of emancipatory strategies
- Author:
- HELMIUS Gisela
- Journal article citation:
- Community Work and Family, 4(3), December 2001, pp.273-284.
- Publisher:
- Taylor and Francis
Draws on a qualitative study in Sweden in which women from three generations were interviewed about their daily lives. The women studied were all born with a mobility impairment. Inspired by feminist-sociological thought, the article highlights the situation of these women with particular regard to work, education and family. The focus is on potentials for individual empowerment and emancipatory strategies. Argues that the impairment might be identified as a driving force that allows the transcending of constraints of traditional work and family gender roles.
Self-determination, knowledge, instruction and incarcerated students
- Author:
- HOUCHINS David E.
- Journal article citation:
- Emotional and Behavioural Difficulties, 7(3), August 2002, pp.132-151.
- Publisher:
- Taylor and Francis
The purpose of this article is to examine the self-determination knowledge of incarcerated students with and without disabilities using a pretest/posttest experimental control group design. In contrast to previous studies conducted in the public school setting, a significant relationship between self-determination knowledge and self-determination instruction was not found. Possible reasons for the lack of significance include the restrictive nature of the juvenile justice setting and the need for positive self-determined role models within the juvenile justice setting. Students' self-determination knowledge was also examined in relationship to self-determination knowledge instruction and to students' gender, reading level, math level and disability. A significant relationship was found between self-determination knowledge and gender, reading level, mathematics level and disability status (i.e. being identified as having any disability).