Showing papers in "Journal of Disability Policy Studies in 2007"
TL;DR: In this paper, a historical analysis focused on 12 major international policy documents pertaining to education of disabled children and youth, over a period of approximately 40 years, reveals conflicted discourses and fragmented, reinterpreted, and reworked policies towards rights of individuals with disabilities in relation to EFA.
Abstract: Education for All (EFA) has been placed on the international policy agenda, but what is meant by “all”? This historical analysis focuses on 12 major international policy documents pertaining to education of disabled children and youth, over a period of approximately 40 years. Using Foucault's effective history and a conceptual framework of policy-as-discourse, this analysis reveals conflicted discourses and fragmented, reinterpreted, and reworked policies towards rights of individuals with disabilities in relation to EFA. These findings provide a lens for increased understanding of current educational inequalities and the lack of progress toward EFA for people with disabilities.
157 citations
TL;DR: The development of a more accurate and flexible planning and response framework based on essential, sometimes overlapping, functional needs: communication, medical needs, maintaining functional independence, supervision, and transportation (C-MIST).
Abstract: Disaster preparation and emergency response processes, procedures, and systems can be made more effective for people with disabilities, as well as for the population as a whole. An essential element of building appropriate levels of capacity, specific planning, and response success is to move beyond use of the “special needs” category, to better identify and address the diverse needs of those included under this label. This article provides disability demographics and describes special needs populations to lay the foundation for this change. It suggests the development of a more accurate and flexible planning and response framework based on essential, sometimes overlapping, functional needs: communication, medical needs, maintaining functional independence, supervision, and transportation (C-MIST). It also proposes new approaches to functional support, leadership, service delivery, and training.
140 citations
TL;DR: The use of high-stakes testing has become an increasingly popular assessment for schools to use in demonstrating individual academic performance of students, and providing accountability for school accountability for the use of such testing.
Abstract: The use of high-stakes testing has become an increasingly popular assessment for schools to use in demonstrating individual academic performance of students, and providingaccountability for school ...
122 citations
TL;DR: The findings from this study suggest the need for increased individualization of and accessibility to services and future state-level research must examine the variables that affect parent recommendations and evaluate the quality of existing services for children with ASD.
Abstract: Recommendations for improving school and community-based services for children with autism spectrum disorders (ASD) in the state of Virginia were investigated. Participants consisted of 783 parents...
112 citations
TL;DR: It is suggested that improved training, awareness, and surveillance are needed so communities can better respond to the needs of persons with disabilities before, during, and after local disasters.
Abstract: The objective of this study was to assess the impact of a major disaster on county-level preparedness for persons with mobility disabilities. The authors surveyed 30 randomly selected Federal Emerg...
86 citations
TL;DR: It was found that both general and disability-related disaster preparedness efforts were useful for the survival, independence, health, and safety of persons with mobility impairments.
Abstract: The purpose of this qualitative study is to gain a better understanding of disaster preparedness for and the difficulties faced by persons with mobility impairments to guide future research and pol...
82 citations
TL;DR: A map showing the proximity of available resources demonstrates the importance of GIS to people with disabilities by identifying available resources in disaster response and recovery.
Abstract: Disability, as a product of person—environment interaction, is particularly sensitive to catastrophic events and disasters. Disasters are specific to a physical location, as are the resources neede...
50 citations
TL;DR: Findings indicated that families had faced a range of obstacles, including educational segregation, inappropriate curriculum, lack of appropriate supports and services, and social rejection in their moves.
Abstract: The central research question for this study was the following: What is the experience of families who move to seek inclusive opportunities for their children? Our sampling frame contained mothers and fathers of students with disabilities who had moved from one school district to another and, in some cases, from one county or one state to another, to find improved educational opportunities for their child. Data collection consisted of interviews and largely focused on storytelling. Findings indicated that families had faced a range of obstacles, including educational segregation, inappropriate curriculum, lack of appropriate supports and services (e.g., individualized programming), and social rejection. Making the decision to move had been challenging for all participants and was characterized by feelings of guilt (for not staying to fight the system), desire to end the personal and professional struggle with the district, and doubts about being able to create change in their current placement. Finally, i...
45 citations
TL;DR: The scope of emergency personnel training practices to assist people with mobility impairments in 3 rural and 3 urban locations in Northeast Kansas is explored and barriers and facilitators to specialized training as identified by emergency services administrators and firefighters within these areas are considered.
Abstract: Each year thousands of people are potentially affected by the types of emergency preparedness and response training plans practiced in their communities. Between 1998 and 2002, 3,000 counties in th...
43 citations
TL;DR: It is found that in addition to their health status, these young people face a multidimensional set of difficulties in making a successful transition, including a high prevalence of family disadvantage, problems in school, and trouble with the police.
Abstract: This article describes the challenges faced by pretransition-age (14 to 17 years) young people with disabilities receiving Supplemental Security Income (SSI) and outlines potential policy options t...
36 citations
TL;DR: No Child Left Behind, the President's Commission on Excellence in Special Education, and the Individuals With Disabilities Education Improvement Act of 2004 are examined for their intended and unintended consequences with respect to secondary students with mild mental impairment.
Abstract: Educational policies have a deep impact on the education of students. This article examines No Child Left Behind, the President's Commission on Excellence in Special Education, and the Individuals ...
TL;DR: This study examined the relationship between alternative high school completion documents and graduation testing and profiles students with disabilities in the United States who earn nontraditional exit certificates in contrast to those who earn standard diplomas.
Abstract: Nontraditional high school completion or exit documents are becoming increasingly publicized as more states adopt testing requirements for graduation. Research has shown that students who do not graduate from high school with a standard/traditional diploma often experience negative consequences, such as (a) limited admission into college or the military, (b) ineligibility for federal financial aid for postsecondary training, and (c) denial of employment opportunities (Bowers, 2004; Johnson & Thurlow, 2003; Zafft, Hart, & Zimbrich, 2004). Although research is beginning to explore the diploma options available in each state, there is a paucity of research surrounding students who receive nontraditional completion certificates. This study examined the relationship between alternative high school completion documents and graduation testing. Using preexisting data sets from the U.S. Department of Education, Office of Special Education Programs, this study profiled students with disabilities in the United State...
TL;DR: The visitability legislation, which requires minimum accessibility in single-family homes, is an unprecedented advancement in disability policy that began with the passage of an Atlanta ordinance in 19....
Abstract: Visitability legislation, which requires minimum accessibility in single-family homes, is an unprecedented advancement in disability policy that began with the passage of an Atlanta ordinance in 19...
TL;DR: In this article, a framework perspective on four forms of emergency evacuation according to the timing and duration of the evacuation (protective, preventive, rescue, and reconstructive), as well as three overlying factors that affect all emergency evacuations: the behavior of the individual, the planned systems active in the event, and the environment in which the event occurs.
Abstract: Policy and planning for the evacuation of individuals with disabilities would benefit from a more informed and accepted understanding of the complexity of evacuation issues. This article proposes a framework perspective on 4 forms of emergency evacuation according to the timing and duration of the evacuation (protective, preventive, rescue, and reconstructive), as well as 3 overlying factors that affect all emergency evacuations: the behavior of the individual, the planned systems active in the event, and the environment in which the event occurs. The Americans with Disabilities Act Design Requirements for Accessible Egress is discussed to demonstrate the value of evaluating policy and planning according to the proposed framework. Recent catastrophic events have demonstrated a disproportionate effect of emergency evacuations on individuals with disabilities. These events have raised questions concerning the appropriateness and effectiveness of evacuation policies and practices, prompting many organization...
TL;DR: Well-designed studies with clinical and population-based samples on disaster reactions of persons with psychiatric disabilities are needed for disaster psychiatrists and emergency planners to develop empirically based treatment guidelines for this population.
Abstract: There is growing concern that the management of persons with psychiatric disabilities after disaster has been inadequate. Unfortunately, the literature is extremely limited, and empirical evidence ...
TL;DR: In this paper, a stepwise multiple regression analysis was conducted to determine the relationship between predictor variables and teachers' perceptions as reported on the teacher survey, which indicated student grade level accounted for a small amount of the variation in teacher's positive perceptions of the WAA.
Abstract: The purpose of this investigation was to understand the variables that influence teachers' perceptions regarding one state's alternate assessment process and results. Elementary and secondary special education teachers (N = 113) from across Wisconsin participated, submitting case materials for one of their students. These materials included the a copy of the students' WisconsinAlternative Assessment (WAA) rating scale and current Individualized Education Program (IEP); a brief survey regarding their perceptions of the WAA; and a curricular access questionnaire that documented which WAA items were part of the student's curriculum during the current or previous school year. A stepwise multiple regression analysis was conducted to determine the relationship between predictor variables and teachers' perceptions as reported on the teacher survey. The results indicated student grade level accounted for the small amount of the variation in teacher's positive perceptions of the WAA. These results are discussed in...
TL;DR: The authors of as discussed by the authors estimated that the federal government spent $226 billion in 2002 on working-age people with disabilities, including both cash and in-kind benefits, and that these expenditures accounted for about 2.2% of the nation's gross domestic product and 11% of all federal outlays.
Abstract: The authors estimated that the federal government spent $226 billion in 2002 on working-age people with disabilities, including both cash and in-kind benefits. These expenditures accounted for about 2.2% of the nation's gross domestic product and 11.3% of all federal outlays. States contributed an additional $50 billion under federal—state programs. The bulk of these expenditures provided income support and health care to working-age people with disabilities who were not employed or who had very low earnings. They provide a detailed accounting of the expenditures and question whether the distribution of expenditures is properly aligned with the evolving disability paradigm.
TL;DR: In this paper, the location of VRs and One-Stop Career Centers (One-Stops) is compared with areas of high numbers of non-employment among people with disabilities and high number of unemployment in the general population.
Abstract: Vocational Rehabilitation (VR) services and One-Stop Career Centers (One-Stops) are the 2 principal public services intended to increase the employment rates of people with disabilities through employment and training services. As a first step in assessing accessibility of the locations of employment services, this study compared the location of VRs and One-Stops with areas of high numbers of nonemployment among people with disabilities and high numbers of unemployment in the general population. Using geographic information science and the spatial technique of the Local Indicators of Spatial Association (LISA), we analyzed the locations of the 2 programs and the concentrations of nonemployed people with disabilities at national and intrastate scales. We found that areas with high numbers of nonemployed people with disabilities are geographically underserved by both VRs and One-Stops, which raises questions about site selection and geographic accessibility.
TL;DR: The National Survey on Drug Use and Health (NSDUH; Substance Abuse and Mental Health Services Administration, 2004a), a nationally representative household survey, uses validated scales to measure rates of substance abuse and dependence among the U.S. population as discussed by the authors.
Abstract: With the passage of Public Law 104-121, the Contract with America Advancement Act of 1996, the federal Social Security Administration was no longer allowed to grant disability benefits to persons whose primary diagnosis was one of substance abuse or dependence. The National Survey on Drug Use and Health (NSDUH; Substance Abuse and Mental Health Services Administration, 2004a), a nationally representative household survey, uses validated scales to measure rates of substance abuse and dependence among the U.S. population. In 2002, for the first time, the NSDUH also included questions about disability. Data from the 2002 survey is examined to determine whether issues of substance abuse and dependence are still relevant for the 2 Social Security programs that serve persons with disabilities: Social Security Disability Insurance (DI) and Supplemental Security Income (SSI). Results indicate that a substantial portion of DI and SSI beneficiaries continue to struggle with issues of substance abuse.
TL;DR: This paper examined barriers to literacy for individuals with severe speech and physical impairments and identified four dominant models: medical, materialist, administrative, and social barriers, which reflected the dominance of a functional/life-skill curriculum and the lowering of academic expectations for traditional literacy achievement.
Abstract: This qualitative study examined barriers to literacy for individuals with severe speech and physical impairments. The study gave voice to parents, teachers, university faculty, and administrators involved in the literacy education of these students. Following a constant comparison to model parameters set by disability rights authors, 4 dominant models emerged from the dialogue: (a) medical, (b) materialist, (c) administrative, and (d) social barriers. The medical and materialist models reflected the dominance of a functional/life-skill curriculum and the lowering of academic expectations for traditional literacy achievement. The administrative model intertwined with financial allocations in areas of teacher training, assistive technology, and classroom materials. The social barriers model influenced marginalization in scheduling for literacy instruction and inclusion in scope and sequence curricula.
TL;DR: For example, this article found that women with disabilities had substantially worse rates of receiving medical care and medication when they were needed and of cervical cancer screening than nondisabled women, and were also much less likely to be satisfied with their care than were non-disabled women.
Abstract: Little is known about the health care received by women with disabilities, who comprise a substantial subset of the population. This article describes the health care of a national sample of low-income female Medicaid recipients. Despite having similar potential for care (health insurance, usual source of care, and having a physician as a usual source of care) as compared to nondisabled women, women with disabilities had substantially worse rates of receiving medical care and medication when they were needed and of cervical cancer screenings. Women with disabilities were also much less likely to be satisfied with their care than were nondisabled women. These results support calls to mandate quality-based reimbursement incentives within Medicaid, specifically for women with disabilities.
TL;DR: The scant research related to appropriate exam accommodations in higher education and public education is reviewed and a series of policy and implementation questions that should be considered as reasonable accommodation policies are developed and implemented for licensure and certification exams are considered.
Abstract: The public develops confidence in the skills and abilities of many professionals by recognizing that a professional has demonstrated his or her competence through successful completion of certification or licensure examinations. The Americans With Disabilities Act requires that accommodations on licensure and certification exams be provided to qualified individuals who request them. Policy discussions on this topic typically focus on the eligibility of individuals to receive such accommodations. The research literature is virtually silent on the practical issues related to appropriate accommodations and the effect that these may have on exam accommodation policy. This review describes the legal and policy background related to exam accommodations. It reviews the scant research related to appropriate exam accommodations in higher education and public education and puts forth a series of policy and implementation questions that should be considered as reasonable accommodation policies are developed and impl...
TL;DR: In this paper, the authors reviewed the alternate assessment results (N = 1,404) from one state that uses a portfolio system and found that assessment content was linked to the state's general curricular standards, the types of tasks that operationalized the general curriculum, and the correlation of the completeness of the portfolio with student performance.
Abstract: This study reviewed the alternate assessment results (N = 1,404) from 1 state that uses a portfolio system. It addressed 3 main questions: (a) the extent to which assessment content was linked to the state's general curricular standards, (b) the types of tasks that operationalized the general curricular standards, and (c) the correlation of the completeness of the portfolio with student performance. Although we found connections to the general curriculum on paper, the actual tasks used to represent the standards raised concerns about the strength of those connections. Additionally, we noted serious concerns with construct underrepresentation. Finally, practical issues with portfolio assembly may be contributing to poor student performance. We present implications for practice in the context of federal regulations such as No Child Left Behind and the Individuals With Disabilities Education Act, as well as existing research on alternate assessment practices.