Transition Services for Youth with Disabilities

Purpose: The purpose of this study is to explore the extent to which youth with physical disabilities encounter different barriers to finding employment compared to their typically developing peers. Methods: This study draws on 50 qualitative in-depth interviews with a purposive sample of 31 youth (16 typically developing and 15 with a disability), and youth employers and job counselors knowledgeable about employment readiness among adolescents (n = 19). We utilize Bronfrebrenner’s ecological framework to reveal the complex web of factors shaping youth’s labor market outcomes. Results: Only half of youth with a disability were working or looking for work compared to their peers. The findings show this was a result of different expectations of, and attitudes toward, youth with disabilities. For many youth with a disability, their peers, family and social networks often acted as a barrier to getting a job. Many youth also lacked independence and life skills that are needed to get a jo...

Objective: To investigate the employment outcomes of vocational rehabilitation (VR) services for youth with disabilities in a targeted, enhanced, and contract-based secondary transition program as compared to the traditional VR transition services. Methods: A population-based study was conducted on 4,422 youth with physical, intellectual, learning, mental and hearing disabilities aged 14 to 21 at application and whose case was closed after receiving VR transition services in a Midwestern state. Selected youth were classified into either targeted secondary transition program (START) or non-START treatment group. The employment outcomes of the groups were compared using propensity-score matching procedures. Results: 2,211 youth with disabilities in each treatment group were successfully matched based on demographic characteristics, types of disabilities, existence of severe functional limitations, and year of referral. The overall rehabilitation rate was 57% (95% confidence interval [CI] 56% to 59%), where the START group rate was 61% (95% CI 59% to 63%) and the non-START group 53% (95% CI 51% to 55%). The propensity-score matched odds ratio (OR) was 1.40 (95% CI 1.24 to1.58; p < 0.001). Subgroup analyses showed that the odds of rehabilitation in youth with disabilities were consistently higher when they were in START as compared to non-START (OR ranged from 1.27 to 1.92 with p < 0.05 except for the Hispanic subgroup). Conclusion: The results suggest that VR services in a targeted, enhanced, and contract-based secondary transition program are more effective in transitioning youth with disabilities to employment than the regular VR transition services.

This study sought to identify the challenges involved in employing people with intellectual disabilities from an employer's perspective, along with potential solutions to those challenges. The study used a qualitative approach, with semi-structured interviews the main method of data collection. The sample of eight individuals are purposefully selected managers of private sector companies in the Makkah region of Saudi Arabia. The study found that, from the perspective of these employers, the key challenges involved in employing people with intellectual disabilities are the need to provide an appropriate work environment, and the cost involved in doing so, and the lack of awareness of the abilities of people with intellectual disabilities, together with the related fears, and a lack of awareness of the benefits of employing such individuals. The study provided suggestions for overcoming these challenges, and suggests ways in which the employment of people with intellectual disabilities in Saudi Arabia can be promoted.

Video games are a mainstream form of entertainment that are enjoyed by people of all ages, are played regularly by over half (estimated between 191 million and 225 million) of Americans (Davis et al., 2022; Entertainment Software Association [ESA], 2024), and gross almost as much money annually as motion pictures (Williams, 2006; ESA, 2024). ESA's most recent (2024) report found that 61% of people in the United States reported playing video games for at least an hour a week, and individuals with disabilities are an important part of the growing and lucrative video game industry.

Although early work experiences during high school represent one of the most consistent predictors of postschool employment for young adults with disabilities, little is known about how these adolescents might access these valuable transition experiences. This study examined the summer employment and community activities of 136 high school students with severe disabilities. The majority of youth was either not working (61.7%) or reported sheltered employment (11.1%). The most prominent predictors of summer employment status were holding a job during the spring semester and teacher expectations for employment. Recommendations for research and practice focus on increasing the capacity of schools, families, and communities to support the involvement of youth with severe disabilities in meaningful summer activities.

Electronic mentoring, also known as e-mentoring, is the practice of using digital technology to facilitate mentoring relationships. It has been increasingly popular in recent times. However, there has been no comprehensive analysis of the effectiveness of e-mentoring in addressing youth health issues. The present study conducts a systematic review and evidence quality assessment to analyze the impact of e-mentoring on the health and well-being of youth aged 10-24 years. Out of the 833 records that were found, only 14 matched the eligibility criteria. These criteria included being published in English since 1995, targeting adolescent health and/or youth with health difficulties, and having communication that was fully digital or integrated with in-person engagement. The findings indicated that most studies on healthfocused e-mentoring mostly focused on young individuals with pre-existing health concerns, rather than exploring the application of e-mentoring to enhance general health and well-being. The programs provided mostly focused on implementing mentoring for specific groups of young people who may face difficulties with traditional face-to-face models. The quality assessments of the studies included in the analysis indicated that the strength of the evidence is of moderate quality. The results indicate that e-mentoring can reach young individuals with specific health issues and encourage them to independently manage their health conditions as they transition into adulthood. Nevertheless, it is necessary to conduct more thorough evaluations of e-mentoring programs with bigger groups of participants.

BADKE, Marcio Rossato. Meaning of the use of plants in practices of self-care in situations of illness. 2017. 158f. Thesis (Doctorate in Science) Program Graduate Nursing, School of Nursing, Federal University of Pelotas, Pelotas, 2017. Plants have always been present in the practices of self-care in situations of suffering. Its use can trigger other forms of health care, as well as a knowledge or recognition of this knowledge by professionals and users. The thesis aims to understand the meaning attributed by people to the use of plants in the practices of self-care in situations of suffering The specific objectives were to know the meaning given by people to the use of plants as a practice of self-care in a situation of suffering; verify the practices of selfcare performed by people through plants in a situation of suffering; and identify the plants used in situations of suffering. For this, the study was anchored in the anthropology of health by Arthur Kleinman, Eduardo Menéndez, ...

Chapter 1: Project Overview "I wouldn't say I'm coming back to it," he responded when I pushed him on this point. "Cause even though it's around me, I'm over it. It's not a life for me. It's not the life I want to live." "But aren't you still coming back to this neighborhood, this same life that you say you want to avoid?" I asked. "Yeah, I'm coming back to it, but…" he paused for a moment. "But I'm coming back to it with a more mature state of mind." Which makes all the difference, he seemed to imply.

The implementation of Individual Educational Plans (IEPs) for children with intellectual disabilities was investigated at mainstream boys' schools in Riyadh. Qualitative data collected from interviews with 20 IEP team members, supplemented by content analysis of documentary data from a key policy document, provide rare insights into the practices and perspectives of the IEP teams working in mainstream Saudi schools. A clear discrepancy was identified between the Regulations of Special Education Institutes and Programmes (RSEIP) policy document and its implementation. Team members were also found to be unsure of their individual roles stipulated by the RSEIP document and were therefore not fulfilling these duties. Bronfenbrenner's ecological theory enables analysis of child development at different levels of society, affecting the implementation of IEPs and informing strategies to overcome barriers to implementation. This framework highlights discrepancies between policy and practice, and the major barriers to IEP implementation: parental involvement; structural support; negative attitudes; and school level. This demonstrates that development in policy and practice is required in five major areas: building collaborative teamwork; legal and administrative matters; appropriate assessment; curriculum development; and the coordination between the MoE, DGSE, mainstream schools and parents in relation to IEPs.

OBJECTIVE: Through a sequential explanatory mixed-methodology approach, this study explored the adulthood employment outcomes of youth with disabilities that received services from Vocational Rehabilitation (VR) while in high school. METHODS: A VR database was examined to understand differences in the employment outcomes of 4,731 youth with disabilities based on demographic characteristics and services received. Individual interviews with key stakeholders were conducted to expand on the results of the quantitative data. RESULTS: Results revealed individual and systemic challenges for VR supporting youth with disabilities transitioning to adulthood. Employment outcomes were worse for females, African American youth, and youth with mental disabilities (also known as mental illness). In contrast, males, Latino(a) youth, and youth with intellectual/developmental disabilities fared well in the VR system. Analysis of the VR status progression system showed that few students were employed, and more than half of students were eligible but received no services. CONCLUSIONS: Overall, students with disabilities in this urban public school system must receive more comprehensive VR services to attain their employment goals. In relation to successful or unsuccessful status progression, three main themes emerged: (1) family involvement and support, (2) resources and opportunities, and (3) systemic barriers. Limitations and implications for practice and research are discussed.

Residential medical specialty camps provide short-term psychosocial benefits to youth with health conditions during summer camp, yet extinguishing effects are commonly seen in followup data as campers return to home and school settings (Dawson, 2017; Knapp et al., 2015; Moola et al., 2014; Plante et al., 2001). Innovative year-round support approaches are needed to enhance existing residential medical camps to improve long-term psychosocial outcomes associated with the months following the summer experience (Dawson, 2017; Dawson et al., 2018). This study is a qualitative analysis of an online mentoring support program designed as a follow-up approach in the months after residential summer camp experience has ended. The mentoring support program matched adolescent campers with a physical disability to an adult mentor having a similar disability and was structured through an online support curriculum facilitated by a recreational therapist. Qualitative analysis yielded two major theme...

Unfortunately, it remains a common theme that when students reach the end of secondary school, they have focused most of their efforts on academic achievement but not on preparations for future employment (Hewett, Douglas, & Keil, 2014; McDonnall, 2010). Important employability skills for students with visual impairments are detailed within the career education area of the expanded core curriculum (Wolffe, 2014); however, these are apparently not prioritized until transition looms. Students, families, and professionals lament "there's not enough time left now to learn skills; we should have started earlier." The quality of transition preparations is compromised. Those involved report feeling stressed, regretful, and disappointed.

This article presents the findings of a secondary analysis of the National Longitudinal Transition Study 2 that explored the predictive association between training in access technology and performance on the Woodcock-Johnson Tests of Academic Achievement: III. The results indicated that the use of access technology had a limited predictive relationship to performance on tests. Practical implications are discussed.

The implementation of Individual Educational Plans (IEPs) for children with intellectual disabilities was investigated at mainstream boys' schools in Riyadh. Qualitative data collected from interviews with 20 IEP team members, supplemented by content analysis of documentary data from a key policy document, provide rare insights into the practices and perspectives of the IEP teams working in mainstream Saudi schools. A clear discrepancy was identified between the Regulations of Special Education Institutes and Programmes (RSEIP) policy document and its implementation. Team members were also found to be unsure of their individual roles stipulated by the RSEIP document and were therefore not fulfilling these duties. Bronfenbrenner's ecological theory enables analysis of child development at different levels of society, affecting the implementation of IEPs and informing strategies to overcome barriers to implementation. This framework highlights discrepancies between policy and practice, and the major barriers to IEP implementation: parental involvement; structural support; negative attitudes; and school level. This demonstrates that development in policy and practice is required in five major areas: building collaborative teamwork; legal and administrative matters; appropriate assessment; curriculum development; and the coordination between the MoE, DGSE, mainstream schools and parents in relation to IEPs.

In this introduction to the special issue, we provide a brief discussion of (a) challenges gleaned from the literature on school-parent collaboration and (b) our rationale for including and highlighting research that centralizes parents and that varies in researcher positionalities and methods. The studies in this special issue illuminate the complexities of parentschool partnerships and provide practical recommendations to facilitate stronger school-family relationships to support students with learning disabilities.

In the USA, students with learning disabilities (LD), after students with speech and language impairments, are the second highest incidence disability category of children and youth receiving the majority of their education in inclusive classrooms. However, very few studies exist that share perspectives of school experiences by students with LD in inclusive classrooms. This qualitative study focuses upon the importance of student voice through interviews of 40 high school students with LD in 3 schools. We share our findings about specific teacher characteristics and pedagogical skills that influence student perceptions of effective and ineffective teachers. From these findings, we provide a descriptive summary of what students identify as teacher characteristics and pedagogical skills that help them learn best. Finally, we discuss the implications of our findings as related to theory, research, practice, and policy.

Education legislation such as the Individuals With Disabilities Education Act (IDEA; 1997, 2004) requires that parents be included in the Individualized Education Program (IEP) and transition plan development, and that students be at the center of the planning process. Specifically, students with disabilities and their parents are to be directly involved in all phases of the educational decision-making process and each student should be part of the team that establishes goals and determines the educational support that will be provided. Recent research with national longitudinal data on parent and youth participation in IEP and transition plan meetings suggests that most high school students and their parents do attend IEP meetings (83% and 87%, respectively) but that considerably fewer youth and their parents attend transition plan meetings (68% and 76%, respectively; Wagner, Newman, Cameto, Javitz, & Valdes, 2012). However, despite legislation and policies that encourage parent and youth attendance in IEP meetings, school personnel have not always viewed parents as equal partners (Park, 2008) or facilitated meaningful involvement of students in the decision-making process (Martin, Marshall, & Sale, 2004). Further, the barriers to school support of student involvement include lack of training or preparation for students to practice self-advocacy prior to the IEP or transition meeting (e.g., Wehmeyer et al., 2011). Typical challenges to parent involvement include difficulties related to the scheduling of IEP meeting times and the use of jargon-dense information during the IEP meeting. Thus, the desired partnership between schools, parents, and students outlined in the law has not been consistently realized in practice. Student Involvement in Planning Research on successful IEP transition planning emphasizes students as active agents in the process so they may authentically contribute in IEP meetings (e.g., Meadan, Shelden, Appel, & DeGrazia, 2010). Student involvement in IEP development has been linked to higher levels of goal attainment (Powers et al., 2001) and higher graduation rates (Cavendish, 2013). Teachers, administrators, researchers, and policy makers all agree on the importance of personcentered planning to provide meaningful involvement in IEP and transition planning. For example, research on student involvement in IEP meetings has highlighted the need to instruct students in active IEP participation thereby enabling them to enter into a genuine collaboration that ensures their position at the center of the process (Meadan 4680L DQXXX10.

Life after high school for students with intellectual and/or developmental disabilities (IDD) looks very different from the lives of their peers without disabilities (Aron & Loprest, 2012; Newman, Wagner, Cameto, Knokey, & Shaver, 2010). Disparities for youth with IDD exist in rates of postschool competitive employment (Gold, Fabian, & Luecking, 2013). For example, secondary analyses of data from the National Longitudinal Transition Study-2 (NLTS2) found that just 27.9% of young adults with significant intellectual disability, autism, and multiple disabilities were employed up to 2 years after leaving high school (Carter, Austin, & Trainor, 2012). Simonsen (2010) found that just 14.2% of young adults with IDD worked in integrated jobs with competitive wages. Early work experiences are also limited. In a study involving more than 130 high school students with IDD, only 16% had paid community employment, compared with the 66% employment rate of youth without disabilities in the same communities during the same time period (Carter et al., 2010). Thus, the challenge of equipping and supporting students with IDD for adult life and meaningful employment is a pressing issue for many communities. At the same time, federal legislation and public policies mandate that the education system implement changes to address poor postschool outcomes. Transition planning requirements added to the Individuals With Disabilities Education Act Amendments of 1997 (IDEA), the Individuals With Disabilities Education Improvement Act of 2004, and the School-to-Work Opportunities Act of 1994 all called for improved transition planning, career development opportunities, and greater levels of inclusion to advance outcomes (Mazzotti, Test, & Mustian, 2014). Increased impetus on the public education system to facilitate positive outcomes through community employment experiences and high 739406D PSXXX10.

A generic qualitative design. OBJECTIVES: To obtain a deeper understanding of the outcomes of spinal cord injury (SCI) peer mentorship programs delivered by community-based organizations. SETTING: Peer mentorship programs of community-based SCI organizations METHODS: We interviewed 36 individuals who shared their experiences of SCI peer mentorship from the perspective of a peer mentee, peer mentor, or family member of a peer mentee/mentor, or staff of SCI community-based organizations. Interview data were analyzed using an inductive thematic analysis approach. RESULTS: Four overarching themes with sub-themes were identified. (1) Positive outcomes for mentees such as understanding, emotional outlet/psychological support, inspiration/hope, and belonging. (2) Positive outcomes for mentors such as gaining gratitude, confidence, pride, and personal growth. (3) Reciprocity in positive/negative outcomes for mentors and mentees, such as shared learning and a lack of connection. (4) Negative outcomes for mentors such as impact of negativity, emotional toll, and time/energy demands. CONCLUSIONS: Peer mentorship programs delivered by community-based SCI organizations are important, impactful resources for individuals with SCI who engage in these programs. These results provide insights into the variety of positive and negative outcomes linked with these programs.

Spinal cord injury (SCI) peer mentorship involves interactions between two individuals where one (the mentor) provides support to the other (the mentee). An increased understanding of the benefits of peer mentorship has led to growing interest about how best to deliver this service. This dissertation examined how peer mentorship interventions and programs are delivering their services and the impact of interaction modality on the quality of peer mentorship. A review of current research evidence, an environmental scan of community programming, a qualitative study, and a controlled laboratory experiment were conducted. Overall, peer mentorship is being delivered through a variety of different interaction modalities. Importantly, peer mentors' behaviours, and the quality of the mentoring relationship is minimally affected whether the interaction occurs through the telephone or video-chat. Future research should examine the impact of other interaction modalities and delivery characteristics on the quality of peer mentorship services for people with SCI. vi Preface I declare that the composition of this thesis in its entirety is my own. In the case of co-authored work, all sources have been acknowledged and contributions to each study are outlined below.

The number of mentoring programs within the framework of schools is increasing both internationally and domestically (Raufelder et al., 2012; Fejes et. al., 2009). Besides traditional mentoring, the role of peer mentoring (Miller, 2002) has also come to the fore in recent years. In our study, we focus on cross-age peer mentoring (Miller, 2002; Sipe, 2005), where older youth mentor younger youth. One example of this in Hungary is the Let's Teach for Hungary (LTHMP) mentoring program, where undergraduate students mentor primary school students. In our research, we studied mentors at the University of Debrecen who had completed at least two semester-long cycles in the program. We were curious about how the COVID-19 pandemic period affected mentoring, so we examined the transition of a mentoring program based on a personal meeting to online mentoring, and its pivotal points, advantages, and disadvantages. As a method, we used qualitative interview analysis, during which we worked with semi-structured interviews, recorded in the spring of 2020 and 2021during the global pandemic situationwith a total of 50 mentors. The content analysis of the interview texts was performed based on the codes formulated based on the theory, and the emic codes emerged in the interviews (Creswell, 2012). Our results show that mentors can be grouped into different types based on their attitudes towards online mentoring. Overall, the digital transition has been a big challenge. The biggest problem was the lack of equipment. The issue of age has been also an important factor in terms of the sense of digital comfort. We noticed the phenomenon of Big Brother Mentoring and the importance of chameleon mentors. Our research, which can fill a gap, highlights both the challenges and benefits of online mentoring. In addition, we can also contribute to the effective and successful operation of the Let's Teach for Hungary Mentoring Program.

The PATHS (Postschool Achievement Through Higher Skills) curriculum is designed to address the career development needs of young women with disabilities and other barriers. Participants (N = 110) in a pilot test of the curriculum showed increases in vocational self-efficacy, social efficacy, and awareness of disability/gender issues related to career planning, whereas those in the comparison group did not make similar gains. Qualitative findings from focus groups (N = 68) revealed that PATHS participants improved in self-confidence, self-awareness, ability to identify strengths, knowledge of multiple career options, and the capacity to set goals and plan for future careers.

US advertising agencies have struggled to attract and retain ethnic and racial minority talent for decades, and the absence of professional mentors has been cited as an issue in job satisfaction among minority employees in the advertising industry. University advertising programs are recognized as an important pipeline of prospective minority hires, especially for agencies. This paper examines a group of minority advertising college seniors in terms of whether they currently have a professional mentor, as well as their career preferences and perceptions of advertising industry employment. The role of mentorship for minority advertising students, as well as implications for advertising educators and employers who seek to diversify their advertising organizations, are discussed.

A ocupação da faixa litorânea do Brasil vem apresentando nas últimas décadas um grande incremento populacional, levando a urbanização de áreas anteriormente ocupadas por populações tradicionais. O objetivo deste trabalho foi investigar o conhecimento etnobotânico sobre espécies de restinga de representantes da comunidade local de descendentes de açorianos do Distrito do Campeche (Florianópolis, SC), área em processo de urbanização acelerado. Foram selecionados informantes através de amostragem intencional, sendo realizadas 15 entrevistas com moradores nativos entre 42 e 84 anos. Constatou-se que os moradores nativos que vivenciaram a realidade rural na área detêm um conhecimento etnobotânico das plantas de restinga relacionado aos tempos antigos, onde várias espécies eram utilizadas para a manutenção da sobrevivência no local, mas continuam incrementando este conhecimento com plantas utilizadas ainda atualmente, principalmente na categoria medicinal. Do passado rural para o presente...

As plantas medicinais sempre fascinaram a humanidade, tanto pela sua composição que pode trazer benefícios significativos à saúde quanto pela sua diversidade. Em relação a diversidade, a quantificação do seu valor nas comunidades, mede­se através da fórmula de “ valor de uso”. A qual está relacionado à adaptação que cada espécie possui para desenvolver­se no ambiente cultivado. O objetivo da pesquisa foi verificar o valor de uso das espécies medicinais utilizadas na região oeste de Santa Catarina, nativas da Mata Atlântica Para obtenção dos dados, foi realizada uma entrevista com 190 pessoas da região oeste catarinense, por meio de um questionário on­line, mediante aprovação do Comitê de Ética e Pesquisa. Com os dados planilhados no Excel, o cálculo do valor de uso das espécies nativas da região foi realizado a partir da fórmula de Phillips (1993) UVis=∑Usi/nis, considerando o mínimo de informantes em relação a cada espécie dividido pelo total de informantes, caracterizado pelo esco...

With a view to inform the design of a mentor-like synthetic agent that is to engage in a coherent and consistent in character conversation with human subjects, we conducted a data-driven analysis of verbal communication between fictional mentor and mentee characters in films. While in our earlier work the focus was on the conversation strategies of mentor characters, here we present the extended model, wherein conversation activity of both mentor and mentee characters is accounted for. To examine and to formalize local communication actions and extended goals that the two characters achieve jointly, categories of intents, projects and relationship phases were introduced. The resulting annotated corpus of mentor and mentee characters' utterances was analyzed qualitatively and quantitatively. In furtherance of the automated in-character dialogue generation task, a range of the state-of-the-art approaches to automated utterances classification was evaluated.

Mentoring programs in which volunteers support disadvantaged children and adolescents are gaining popularity in the Netherlands. Based on Dutch survey data and in-depth interviews, this paper draws attention to the motivations of volunteer mentors. The sample included 122 mentees and 196 mentors for which questionnaire data was gathered and an additional 45 indepth interviews (N=363). The concept of self-oriented versus other-oriented motivations forms the theoretical framework of this paper. The following questions are addressed. (1) What types of motivations can be identified for volunteer mentors? (2) How do standard socio-demographic variables influence the motivations of mentors? (3) What is the influence of the mentor’s motivations on the perceived results of the mentorship? Results show that other-oriented motivation exerts a significant positive effect on the perceived results of the mentorship. Self-oriented motivation does not influence the perceived results. The mentor’s ...

Despite the possibility for mutual benefit, it seems that the fields of Disability Studies (DS) and teacher education have not communicated and collaborated in deep and meaningful ways. This exploratory study utilized an e-survey of 32 teacher education faculty members in the state of California to investigate how, if at all, teacher educators were utilizing DS in their curriculum. Results suggested that some teacher educators confuse DS with special education or rehabilitation. Furthermore, many teacher educators in general education teacher preparation programs indicated that disability issues were only covered in one course. The results of this study suggest the need for further meaningful collaboration and communication between the fields of DS and teacher education.

Objetivo: conhecer os saberes e práticas de moradores da região urbana do noroeste do estado do Rio Grande do Sul, acerca do uso de plantas medicinais como forma terapêutica no cuidado à saúde. Método: pesquisa qualitativa do tipo exploratório descritivo, com coleta de dados baseada em entrevista semiestruturada e observação participante. Total de dez entrevistados, usuários de plantas medicinais, selecionados por meio da rede de relações sociais. A coleta ocorreu no período de julho a setembro de 2011. Resultados: na análise temática, emergiram os temas: tipos de plantas e suas indicações; e quem indicou o uso da planta. Considerações finais: as maiorias das indicações populares foram ao encontro da ciência, e os conhecimentos são passados de geração para geração. Sendo assim, sugere-se que o enfermeiro insira-se na comunidade para conhecer ou reconhecer as práticas populares, aproximando-as do saber científico, proporcionando um cuidado integral ao usuário, respeitando seus hábito...

The purpose of this study was to investigate the extent to which extracurricular activities are included in Individualized Education Programs (IEPs) of secondary age students with intellectual disability (ID). Student characteristics (grade, disability, use of augmentative and alternative communication) were examined to explore potential group differences. Participants were 498 special education teachers who had at least one student with ID on their caseload who had participated in a school sponsored extracurricular activity. Data were collected through an online questionnaire sent to members of a national listserv for transition professionals. Findings reveal that 63.69% (n = 314) of teachers reported they included information about extracurricular activities in the IEP; however, only 59.61% (n = 186) of these teachers also reported their student worked on IEP goals during extracurricular activities. Student characteristics were related to the presence of extracurricular activities...

Objective: to identify the medicinal plants used as with sedative effects by families of ecological farmers from Southern Rio Grande do Sul State, Brazil. Methods: this is a qualitative study, exploratory and descriptive approach, and the data were collected from January to May 2009. Eight families of farmers were participants which were residents in Pelotas, Morro Redondo, Canguçu and Arroio do Padre cities. This study was approved by the Committee of Ethics in Research of the Medicine Faculty of the Federal University of Pelotas (072/2007). Results: it was found citations of 196 medicinal plants, some native and other exotic, and seven elixirs. From these, twelve plants (Lactuca sativa L., Aloysia gratissima (Gillies & Hook.) Tronc., Chamomilla recutita L., Cymbopogon citratus (DC.), Aloysia triphylla Royle, Aristolochia cymbifera Mart. & Zucc., Ageratum conyzoides L., Eucalyptus sp., Citrus sinensis (L.) Osbeck, Passiflora caerulea L., Melissa officinalis L., Cunila microcephala ...

Aims and objectives. Individuals with spinal cord injury/disease are faced with a myriad of psychosocial adjustment challenges. This article describes the implementation of a peer-mentoring programme designed to support this adjustment process for people with SCI/disease and the programme's believed impact on self-efficacy and prevention of medical complications. Background. With shorter length of stay in acute inpatient rehabilitation after spinal cord injury/disease, peer mentor programmes are becoming an important component to assist with education and community reintegration. Design. Quasi-experimental non-controlled pretest/post-test. Method. Patients with newly acquired spinal cord injury/disease participated in a one-year spinal cord injury peer-mentoring programme. Peer mentors met with their assigned participants regularly during inpatient care and on discharge to track medical complications and assist with adjusting to life after spinal cord injury/disease. Results. In all, of 37 mentees enrolled, 24 successfully completed the programme. Sixty-seven per cent showed improved selfefficacy score between the two time points. Medical complications and doctor visits all decreased significantly between 0-6 months and 7-12 months. Our findings indicate that the older an individual is, the lower the likelihood of having a urinary tract infection (p = 0AE006). The programme was well received by all mentees who felt they could connect well with their peer mentor. Conclusion. Peer mentoring in a rehabilitation setting enhances the understanding of challenges that patients and medical staff deal with on a day-today basis. Our findings suggest it is important to monitor and educate individuals with spinal cord injury/ disease at the acute stage to improve medical outcomes. Caution is advised in the interpretation of these results as they were obtained in a small non-random sample using self-report data. Relevance to clinical practice. Peer mentors play an increasingly important role in nurse-delivered education in the spinal cord injury/disease population.

Tracing the emergence and development of educational programs that seek to increase the chances of deaf and hard-of-hearing students enrolling in universities allows the development of similar programs and increases their access to higher education opportunities. The Higher Education Program for Deaf and Hard of Hearing Students at King Saud University is one of the leading programs in the Kingdom of Saudi Arabia. So, this study shed light on the period of establishing this program, the challenges it faced, and its future vision. It followed a qualitative research methodology specifically a case study design via semi- structured interviews and document analysis to collect the data. The sample of the study consisted of five founders of the program, who were chosen purposefully with specific criteria. The result of the study revealed that the program went through several stages which are designing a plan, implementing the plan, and following up the program. It also proceeded from several starting points, the most important of which are creating role models for the Deaf, empowering the Deaf in accordance with laws and legislation, and developing their Arabic language skills before enrolling in the university. The results also showed that the program faced many challenges, including social, administrative, and sign language interpreter challenges. Finally, the result showed that the independence of the program, supporting at-risk students, and documenting the academic sign language are among the most important goals the program seeks to achieve within its future vision. The researchers recommended expanding the follow-up and evaluation of the program and establishing a database to document all the work related to the program. It also recommended increasing efforts for the professional development of those working with deaf and hard-of-hearing students in the university to improve their participation in higher education settings and help them overcome the difficulties that they may face.

In today's competitive scenario of banking sectors, it is a tough task to retain an employee within the organization for long time. The major problem in any organization is employee retention as well as to strengthen the interpersonal relationship among the employees, especially in the new recruited employees. Employee attrition rate is high in every sector; employees are always looking for a better opportunity. Mentorship could play a vital role in minimizing the attrition rates by its charismatic relationship between mentor and mentee. The study is based on the assessment of the mentorship program running in the Bank. The study is quantitative in nature; it gives a chance to understand and analyze the different elements associated in the mentoring programs like career development and empathy of mentor. Data sources were based on the primary data taken through a structured questionnaire among the employees. The collected data were analyzed by using a program called Statistical Package for Social Science (SPSS version 16.0 For Windows).

Residential medical specialty camps provide short-term psychosocial benefits to youth with health conditions during summer camp, yet extinguishing effects are commonly seen in followup data as campers return to home and school settings (Dawson, 2017; Knapp et al., 2015; Moola et al., 2014; Plante et al., 2001). Innovative year-round support approaches are needed to enhance existing residential medical camps to improve long-term psychosocial outcomes associated with the months following the summer experience (Dawson, 2017; Dawson et al., 2018). This study is a qualitative analysis of an online mentoring support program designed as a follow-up approach in the months after residential summer camp experience has ended. The mentoring support program matched adolescent campers with a physical disability to an adult mentor having a similar disability and was structured through an online support curriculum facilitated by a recreational therapist. Qualitative analysis yielded two major theme...

Objectives Preparing high school students with autism spectrum disorder (ASD) for college life is key to a successful transition. This exploratory study evaluated the effectiveness of a college preparation mentoring program in improving students' understanding and preparedness for college, motivation to attend college, and confidence. Methods Participants (n = 47) met weekly with a university student who served as a peer mentor. The 6-week curriculum covered topics including application process, campus supports, time management, and socializing. The program was evaluated using a mixed-methods approach including a customized questionnaire and parent interviews. Results Quantitative responses on the pre-post questionnaire indicated participants improved their understanding of what to expect at college, their knowledge of how things work, accessing support services, and lecture styles. Participants continued to report feeling worried about attending college. Qualitative analysis of open-ended questions and interviews with parents supported positive outcomes for participants. Social validity was also indicated. Conclusions Peer mentoring may be an effective strategy for improving understanding, preparedness, and motivation regarding transitioning to college for those with ASD.

As individuals with disabilities attend postsecondary education in greater numbers, mentoring programs are being implemented more frequently. The research objective of our exploratory study was to examine outcomes for students with disabilities participating in a Student to Student Mentoring Program using a mixed methods approach. Mentors followed a curriculum structured by monthly and weekly goals and the impact of the program was measured using quantitative self-report measures and thematic analysis of focus groups. Academic outcomes were compared between those mentored and a matched comparison group. Mentoring had most impact in knowing how things work at the university, how to meet people on campus, and accessing supports. There were no significant differences in academic outcomes between the two groups. A follow-up study indicated that mentees continued to benefit one-year on. Overall, while a range of positive outcomes were evidenced, the model was limited in its impact, particularly with regards to academic success and more complex challenges.

An apparent critical educatio11al need for students wit It mild disabilities is comprehensive sex educatio11. However,Jew data are available to describe tire competencies of special educators to deliver sex education to tltese youtlr. Tire purpose of this study was to replicate a previous study examining tire extent tlrat preservice and inservice training activities prepared special educators to deliver sex educatio11 and their perceived competence levels. Tire results indicated that special education personnel receive minimal instruction in the delivery of sex education, yet perceive themselves to /rave average competencefor the delivery oft Ire content. Imp/ ica t ions for the results are discussed relative to personnel preparatio11 and research issues.

O uso de plantas como medicamentos tradicionais fornece um substituto real nos serviços de saúde para as comunidades rurais. O estudo de plantas medicinais revela espécies de plantas localmente importantes, muitas vezes úteis para a descoberta de novas drogas. O objetivo deste estudo foi conhecer o uso de plantas medicinais em Santa Luzia, Estado do Maranhão, Brasil, e avaliar os padrões sociais e econômicos em relação ao uso da fitoterapia. Os dados etnobotânicos foram coletados por meio de entrevistas semiestruturadas, nas quais participaram 53 moradores (15 homens e 38 mulheres) selecionados aleatoriamente. Um total de 123 espécies de plantas medicinais foram registradas juntamente com seus usos medicinais. Entre as famílias mais citadas, a família Fabaceae apresentou 14 espécies medicinais, seguida por Apiaceae com 7 espécies. As folhas são as partes das plantas usadas com mais frequência e a decocção, o método de preparo. Entre os principais distúrbios tratados com plantas medi...

Uso de plantas medicinais por adultos diabéticos e/ou hipertensos de uma unidade básica de saúde do município de Caucaia-CE, Brasil ARTIGO DE PESQUISA Uso domiciliar de plantas medicinais por usuários dos serviços das Unidades Básicas de Saúde do município de Toledo, Paraná Home use of medicinal plants by users of the Basic Health Units of the municipality of Toledo, Paraná

Why is the post-secondary transition of high school students with disabilities so important? Students with disabilities face many barriers and issues in their schooling years; and perhaps one factor that impacts most on how they succeed into adulthood is the transition program run by the school to bridge the gap between schooling and work, further education and independent or semi-independent living (Carter, Trainor, Cakiroglu, Swedeen, Owens, 2010). For these students Wheman, (2006) includes the achievement of “completing school, gaining employment, participating in postsecondary education, contributing to a household, participating in the community, and experiencing satisfactory personal and social

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Mentoring can have a dramatic impact on a young person's life. Despite the increasing prevalence and importance of mentoring programs for youth in general, few of these programs, to date, intentionally include youth with disabilities. Defining the Issue Research has demonstrated the effectiveness of mentoring in helping youth develop skills, knowledge, and motivation to successfully transition from high school to adult life (Moccia, Schumaker, Hazel, Vernon, & Deshler, 1989; Rhodes, Grossman, & Resch, 2000). This transition is a major goal of youth with disabilities-one supported by both school systems and federal policy. Research on mentoring programs, however, reflects a lack of focus on specific applications of these programs for youth with disabilities. A review of 15 years of research on mentoring within organizations across the United States identifies demographics and risk factors for youth, but does not directly address disability as one of those factors (Sipe, 1999). A random national survey of 1,504 adult mentors identified several variables, such as academic performance, race, and socioeconomic factors, however it does not directly address issues of disability (McLearn, Colasanto, Schoen, & Shapiro, 1999). Youth with disabilities may be participating in mentoring programs, however, program managers and mentors may be unaware of how disabilities affect mentoring relationships. The reason for this lack of attention to disability issues is unclear.

The research report Youth Mentoring Relationships: Understanding how to prevent breakdown (online version) was produced by a research team from four Perth universities: Dr Judith MacCallum, Murdoch University; Dr Susan Beltman, Curtin University; Dr Anne Coffey, The University of Notre Dame Australia; and Dr Trudi Cooper, Edith Cowan University (with Jayne Jarvis). This research contributes to a better understanding of some of the key strategies to reduce breakdown of mentor-mentee relationships and to lesson the adverse effect of unavoidable relationship breakdown.