Search results for ‘Subject term:"physical disabilities"’ Sort:
Results 1 - 10 of 36
The practice education of occupational therapy students with disabilities: practice educators' perspectives
- Authors:
- HIRNETH Michael, MACKENZIE Lynette
- Journal article citation:
- British Journal of Occupational Therapy, 67(9), September 2004, pp.396-403.
- Publisher:
- Sage
Practice educators play a key role in ensuring that disabled occupational therapy students are not excluded from educational experiences. However, little is known about how practice education for occupational therapy and other health professional students with disabilities can be facilitated effectively. A qualitative pilot study obtained phenomenological data from clinical practice educators. Stratified sampling was used to select 6 occupational therapists from throughout New South Wales, Australia, who had supervised students with a wide range of disabilities. Individual semi-structured interviews explored subjective experiences and strategies when supervising a disabled student. Participants often described the adoption of a 'therapist' role with these students. This was perceived as less effective than an 'educator' role in developing initiative and clinical reasoning skills. Participants identified the need for more support and education from universities and for improved evaluation strategies to accommodate students' needs while maintaining professional standards. To ensure positive practice education outcomes for disabled students, future undertakings should focus on developing collaboration between universities, students and practice educators.
The education and employment of disabled young people
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2005
- Pagination:
- 4p.
- Place of publication:
- York
Developing positive aspirations is a key factor in securing good educational and occupational outcomes, and an important component of autonomy. This study compared the aspirations of young disabled and non-disabled people, and examined the extent to which those aspirations were achieved.
Mental health and school absenteeism in children with long-term physical conditions: a secondary analysis of the British Child and Adolescent Mental Health Surveys 2004 and 2007
- Authors:
- FINNING Katie, et al
- Journal article citation:
- Child: Care, Health and Development, 48(1), 2022, pp.110-119.
- Publisher:
- Wiley
Background: Children and young people (CYP) with long-term physical conditions (LTCs) are more likely to have poorer mental health and more school absenteeism compared with CYP with no LTCs. However, there is limited longitudinal research, and the extent to which these difficulties persist in CYP with LTCs is unknown. Furthermore, little is known about the relative impact of different types of LTC on mental health and absenteeism. Methods: This study investigated cross-sectional and longitudinal associations of different LTCs with mental health and school absenteeism in a large (N = 7977) nationally representative survey of CYP in Great Britain and its 3-year follow-up. Psychopathology was assessed using the parent-reported Strengths and Difficulties Questionnaire (SDQ), and diagnosis of any psychiatric disorder using the Development and Wellbeing Assessment (DAWBA). Days absent and persistent absence (missing 10% or more of school days) were reported by parents. Results: Compared with those with no LTCs, CYP with any LTC had higher SDQ total difficulties scores at baseline (adjusted mean difference 1.4, 1.1-1.6) and follow-up (1.1, 0.8-1.4) and were more likely to have a psychiatric disorder at baseline (adjusted odds ratio [aOR] 1.59, 1.34-1.89) and follow-up (1.75, 1.44-2.12). Children with any LTC also missed more days of school at baseline (adjusted incidence rate ratio 1.47, 1.31-1.64) and follow-up (1.17, 1.00-1.36) and were more likely to be persistently absent (aOR baseline 1.78, 1.48-2.14; follow-up 1.27, 1.00-1.61). Neurodevelopmental disorders, migraines and atopic conditions were particularly strongly associated with both mental health and absenteeism. Conclusions: Children with LTCs had poorer mental health and more school absence than those with no LTCs. Clinicians should routinely enquire about mental health and school attendance in CYP with LTCs and should collaborate with families and schools to ensure these children are provided with sufficient mental health and educational support. (Edited publisher abstract)
The education and employment of disabled young people: frustrated ambition
- Author:
- BURCHARDT Tania
- Publisher:
- Policy Press; Joseph Rowntree Foundation
- Publication year:
- 2005
- Pagination:
- 57p., bibliog.
- Place of publication:
- Bristol
Developing positive aspirations is a key factor in securing good educational and occupational outcomes, and an important component of autonomy. This study compared the aspirations of young disabled and non-disabled people, and examined the extent to which those aspirations were achieved.
Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India
- Author:
- PARASURAM Kala
- Journal article citation:
- Disability and Society, 21(3), May 2006, pp.231-242.
- Publisher:
- Taylor and Francis
Teacher attitude is one of the most important variables in the education of children with disabilities. Attitudes of general educators in the city of Mumbai, India, toward disabilities and inclusion of students with disabilities into regular schools were studied through the usage of two attitude scales. The study investigated whether variable background characteristics such as age, gender, income level, education levels, years of teaching experience, acquaintance with a person with a disability, having a family member with a disability, frequency of contact and closeness to a person with disability affect the attitudes of teachers towards people with disabilities and towards inclusion of students with disabilities into regular schools. The analyses revealed that while some of the variables of interest did affect teachers’ attitudes towards disabilities, the only variable that affected teachers’ attitudes towards inclusion was prior acquaintance with a person with a disability.
Human capital, social capital, entrepreneurship and disability: an examination of some current educational trends in the UK
- Author:
- PAVEY Barbara
- Journal article citation:
- Disability and Society, 21(3), May 2006, pp.217-230.
- Publisher:
- Taylor and Francis
Influenced by European policy, human capital and social capital are currently of interest in UK education policy and practice, expressed particularly in the concepts of lifelong learning and entrepreneurship. Human capital and social capital ideas are shown to be flawed by not taking disability into account. The characteristics of entrepreneurship and entrepreneurship education are examined for relevance to young people with disabilities or learning difficulties and it is concluded that more could be done to develop opportunities for entrepreneurship. The position of people when work is not an option is considered, leading to the question of whether there is a ‘disability industry’, and an acknowledgement of the importance to the economy of disabled people as consumers and producers. A wider definition of entrepreneurship, which includes people with disabilities and learning difficulties, is sought and the paper concludes by discussing the wider implications for the learning community.
Poverty and disability: a survey of the literature
- Author:
- ELWAN Ann
- Publisher:
- World Bank
- Publication year:
- 1999
- Pagination:
- 48p., bibliog.
- Place of publication:
- Washington, DC
This review summarizes the literature on disability and its relationship to poverty, including education, employment, income, and access to basic social services. Despite the dearth of formal analysis, it is clear that in developing countries, as in more developed areas, disabled people (and their families) are more likely than the rest of the population to live in poverty. It is a two-way relationship -- disability adds to the risk of poverty, and conditions of poverty increase the risk of disability. Disability in developing countries stems largely from preventable impairments associated with communicable, maternal and perinatal disease and injuries, and prevention has to remain a primary focus. An increasing emphasis on community based participatory rehabilitation reflects growing recognition of the inadequacy of past official programs, particularly involving specialized and exclusionary institutions.
Funding for disabled students
- Author:
- SCOTLAND. Scottish Executive
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2006
- Pagination:
- 64p.
- Place of publication:
- Edinburgh
The Review of Provision for Students with Disabilities was initiated by the Funding for Learners (FFL) division of the Scottish Executive in spring 2005 in order to examine the support available to students with disability-related additional needs studying at Further Education (FE) and Higher Education (HE) level in Scotland. The main aim of the project is to consider options to improve the efficient and effective use of the existing financial resource for individual support for disabled students, within the context of institutional funding to support widening access. The review also considers the feasibility of introducing a single system of support, which would be based on need, rather than level of study.
Sharing the world: the researcher and the researched
- Author:
- SHAH Sonali
- Journal article citation:
- Qualitative Research, 6(2), May 2006, pp.207-220.
- Publisher:
- Sage
This article explores the methodological opportunities and challenges encountered, as a disabled researcher, while doing research on the educational experiences and career aspirations of a group of young disabled people, still in full-time mainstream or special education. While the key barriers facing disabled researchers are recognized, they are challenged in this article and rather seen as opportunities. Further, they are diluted by the ontological privileges that are at the disposal of the disabled researcher, including the use of empathy, which provides a way of understanding other people's experiences in the context of both similarities and differences between the researcher and the researched. This article focuses on three methods of qualitative enquiry – namely, classroom observation, forum theatre workshops and individual interviews. It explores how they were employed to ensure the voices of young disabled people were captured by the research process in ways that reflect their views and recognize them as active social agents who are able to make decisions about their own futures.
Career success of disabled high-flyers
- Author:
- SHAH Sonali
- Publisher:
- Jessica Kingsley
- Publication year:
- 2005
- Pagination:
- 208p., tables, bibliog.
- Place of publication:
- London
This book challenges the assumption that disabled employees are a homogenous group and discusses important questions such as: What is disability? How do people with physical impairments define success? Does gender impact in the same way on disabled and non-disabled people's careers? Drawing on in-depth case studies of thirty-one disabled adults who have been successful in their careers, this book suggests that individual traits and patterns of behaviour are key factors in career success, and shows that it is often society rather than impairment that hinders professional progression. Providing role models and valuable insights for young career-minded disabled people, it will also help inform policy and practice in education and training about disability and equality in schools, employment, and society in general.