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Qualitative research for education: An introduction to theories and methods

In the United States alone, there are more than 200,000 individuals living with a chronic spinal cord injury (SCI). Healthcare for these individuals creates a significant economic burden for the country, not to mention the physiological, psychological, and social suffering these people endure everyday. Regaining partial function can lead to greater independence, thereby improving quality of life. To ascertain what functions are most important to the SCI population, in regard to enhancing quality of life, a novel survey was performed in which subjects were asked to rank seven functions in order of importance to their quality of life. The survey was distributed via email, postal mail, the internet, interview, and word of mouth to the SCI community at large. A total of 681 responses were completed. Regaining arm and hand function was most important to quadriplegics, while regaining sexual function was the highest priority for paraplegics. Improving bladder and bowel function was of shared importance to both injury groups. A longitudinal analysis revealed only slight differences between individuals injured 3 years. The majority of participants indicated that exercise was important to functional recovery, yet more than half either did not have access to exercise or did not have access to a trained therapist to oversee that exercise. In order to improve the relevance of research in this area, the concerns of the SCI population must be better known and taken into account. This approach is consistent with and emphasized by the new NIH roadmap to discovery.

/pdf/targeting-recovery-priorities-of-the-spinal-cord-injured-1sllg7pz60.pdf

Targeting recovery: Priorities of the spinal cord-injured population

https://www.thelancet.com/pdfs/journals/lancet/PIIS0140673602076031.pdf

Spinal-cord injury

Educating Children with Autism

Autism spectrum disorder.

A New Era: Revitalizing Special Education for Children and Their Families.

The psychosocial problems of decreased social contact, depression, and loneliness that occur for many with traumatic brain injury (TBI) create a major challenge for enhancing efforts at community re-entry. Despite dramatic physical progress within the first six months after injury, these psychosocial problems remain a persistent long-term problem for the majority of individuals with severe TBI. Researchers have consistently suggested that the psychosocial problems associated with TBI may actually be the major challenge facing rehabilitation. The majority of individuals who sustain TBI are young males between the ages of 19 and 25, who are in the early stages of establishing their independence in areas including friendships, leisure activities, intimate relationships, residence, and employment. The problems of social isolation and decreased leisure activities create a renewed dependence of the survivor on his/her family to meet these needs. In this article we review a large number of papers which examine t...

Psychosocial and emotional sequelae of individuals with traumatic brain injury: a literature review and recommendations.

The transition from school services to adulthood can be particularly difficult for many adolescents with autism spectrum disorders (ASD). Although some individuals with ASD are able to successfully transition, most are faced with significant obstacles in multiple areas as they attempt to negotiate their way into college, work, community participation, and independent living. This article contains a review of research related to the transition from school to adulthood for youth with ASD in the areas of education, employment, community living, and community integration. These key areas of the transition process are crucial for success in adulthood. A summary of principal conclusions drawn from the current literature and suggestions for future research are provided.

Transition From School to Adulthood for Youth With Autism Spectrum Disorders: Review and Recommendations

TRANSITION PLANNING Transition: The Bridge from Youth to Adulthood Self-Determination, Student Involvement, and Leadership Development Individual Transition Planning: Putting Self-Determination into Action Transition Planning in the Community: Using All of the Resources FACILITATING AND SUPPORTING TRANSITION Toward Full Inclusion Facilitating and Supporting Transition: Secondary School Restructuring and the Implementation of Transition Services and Programs High Stakes Accountability and Students with Disabilities: The Good, the Bad, and the Impossible Teaching for Transition: Guidelines, Techniques, and Strategies Assistive Technology from School to Adulthood WORK AND LIFE IN THE COMMUNITY Finding Jobs for Young People with Disabilities Job Carving and Customized Employment Vocational Placement and Careers: Toward Inclusive Employment Postsecondary Education Community Living and Housing Social Security Disability Benefit Issues Affecting Transition Aged Youth DESIGNING AND IMPLEMENTING INDIVIDUAL TRANSITION Applications for Youth with Intellectual Disabilities Applications for Youth with Sensory Impairments Applications for Youth with Learning Disabilities Applications for Youth with Emotional and Behavior Disorders Applications for Youth with Autism Spectrum Disorders Applications for Youth with Orthopedic and Other Health Impairments Applications for Youth with Traumatic Brain Injury.

Paul Wehman

Papers

A New Era: Revitalizing Special Education for Children and Their Families.

Psychosocial and emotional sequelae of individuals with traumatic brain injury: a literature review and recommendations.

Transition From School to Adulthood for Youth With Autism Spectrum Disorders: Review and Recommendations

Life beyond the classroom : transition strategies for young people with disabilities

Acute predictors of successful return to work 1 year after traumatic brain injury: A multicenter analysis