We conducted an online statewide survey of teachers of students with moderate and severe intellectual disabilities to determine the extent to which their students were included in school extracurricular and community recreation activities. For the 252 teacher respondents who indicated that their primary caseload consisted of students with significant intellectual disabilities, we report the numbers of students participating in school and community activities and the primary type of support students required to participate in each activity. Finally, we identify implications for practitioners who want to increase the participation of students with significant disabilities in school and community activities.
The quality of life construct has gained prominent attention in human services over the last 20 years. We investigated whether quality of life differences exist between adults with developmental disabilities and the general population. Differences were found in scales measuring well-being and decision-making as well as other more specific variables. The two groups also differed in overall quality of life; those with developmental disabilities had lower quality of life. A logistic regression model comprised of the life dimensions differentiated between the groups with over 90% accuracy. Overall results of this static group comparison indicate that adults with developmental disabilities are at a significant disadvantage with regard to quality of life in comparison with the general population.
This study addressed self-perception of disability and the belief that others perceive one to have a disability. Factors from the medical and social models of disability were tested to determine if social factors still play a role in such perceptions when controlling for medical factors. Cross-sectional data from the 1994-1995 National Health Interview Study on Disability (NHIS-D) provided a stratified random sample of 25,805 noninstitutionalized adults. Logistic regression models were used to demonstrate that even controlling for medical factors (e.g., particular disabling conditions and restrictions in activities of daily living), social and vocational factors were significant predictors of disability perception. Ramifications for the theoretical study of disability, social psychology, and disability policy are discussed.
Abstract. BACKGROUND:There has been a great migration of students with intellectual disability (ID) into the college world. The Higher Education Opportunities Act of 2008 (HEOA) has opened the door to postsecondary education to a previously untapped market of students. As a result, programs for students with intellectual disability have been developed around the country to support this historic systems change (Lee, 2009). Along with improved job prospects as one important measure of success, college participation also brings opportunity for personal and social development. OBJECTIVE: With seven years passing since the HEOA, it is prudent to assess outcomes for those students who are choosing to continue their education beyond high school. The National Core Indicators provide a unique opportunity to assess impact of higher education across life domains, historically used to determine developmental disability service system quality of life outcomes. Here, we discuss higher education and outcomes around employment, health, relationships and medications. METHODS: Students who had completed at least two semesters of college in Kentucky were surveyed about life outcomes using the National Core Indicators (NCI) Adult Consumer Survey (ACS). RESULTS: Findings on health, medications, employment, and relationships are reported. CONCLUSION: Participation in higher education can positively impact life outcomes across a variety of domains. This research represents a first step in utilizing a nationally recognized instrument that takes a holistic view of outcomes for adults with IDD to assess impact of participation in higher education. While the results are promising, further studies using larger samples are needed.
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