The purpose of this study was to examine the relationship between the use of academic accommodations and successful program completion of students with disabilities enrolled in two campuses of a community college. Current and past research has focused on the role, faculty perception and student satisfaction of Disability Support Services (DSS) at postsecondary institutions. However, evidence that the use of academic accommodations actually aids in the successful program completion rate of post secondary students with disabilities does not exist. A causal-comparative research method was used to examine secondary data provided by the Office of Student Accommodations located at two community college campuses to determine whether a relationship exists between successful program completion and use of academic accommodations, disability category, academic program and academic campus setting. This study also examined whether the use of academic accommodations varied by disability category, academic campus setting, academic program and successful program completion. Results indicated that users and non-users of academic accommodations are both highly successful in completing their programs. Some differences were found in use of academic accommodations related to student disability and college campus (urban versus suburban) but not in relation to academic program. Results of this study and the impact of these findings are discussed.

During the past 20 years, the number of children and youth with neurological disorders attending schools has increased dramatically. There are two reasons for this increase. First, medical advances have resulted in more children and youth with neurological disorders surviving. Second, in the past, children with disabilities and health care needs were cared for in hospitals and residential institutions. Since 1975, however, federal legislation has mandated that all children with disabilities be provided a free appropriate public education in the nation's schools and in general education classrooms whenever possible.Unfortunately, school administrators and classroom teachers are not trained in how to accommodate students with neurological disorders. The medical literature provides information regarding the medical aspects of neurological disorders. However, neither the medical literature nor the educational literature provides the specialized knowledge and skills administrators and teachers need to plan for and provide appropriate educational and health related services to children with neurological disorders. This dissertation addresses the need to provide teacher and administrators with practical information about accommodating students with neurological disorders in schools.The purpose of this project was to develop a resource manual which describes the impact of students' neurological disorders on their education. This "user-friendly" resource manual can be used by teachers, administrators, and support staff in developing individualized educational programs for children and youth with neurological disorders. The manual focuses on six neurological disorders about which school personnel have limited knowledge. Section One includes a historical overview of the education of children with neurological disorders and the legislation which mandates that schools must provide all children with disabilities an appropriate education. Section Two describes each neurological disorder by presenting the definition of the disorder and its associated physical and cognitive conditions. Section Three addresses accommodations teachers can use in classrooms to meet the individual physical, cognitive and health care needs of these children.

The number of children diagnosed with autism spectrum disorder (autism) has steadily increased dramatically over the past generation, and more students with autism than ever before are enrolled in the public education system. Educating students with autism presents unique challenges (e.g., shortage of staff, low incidence of autism, limited programming) to rural school districts. Rural districts must adhere to the same federal and state guidelines (e.g., Individuals with Disabilities Education Act & Free and Appropriate Public Education) as urban districts that have more readily available resources in providing appropriate programming. This study examined stakeholders' perceptions of the current services offered in the targeted rural district including effectiveness of such resources. Fifty one stakeholders participated, including general education/special education teachers, related services providers, administration, parents, and students diagnosed with autism. Research questions were accessed through an online survey with the option of a follow up interview that addressed perceptions of current accommodations and modifications implemented in the general education classroom and their overall effectiveness. The data was analyzed by mixed methods, including both qualitative and quantitative data. The findings from stakeholders presented four common themes: (a) increased trainings for stakeholders; (b) a need to improve collaboration amongst all school staff including communication with parents of autistic students; (c) enhanced Child Find through early identification of autistic students; and (d) access to additional resources within the rural school and the community. Immediate recommendations for the rural district include: (a) web-based training options through email, school newsletters, inservice, and on the district's special education site; (b) forming a quarterly focus and/or support group with parents, educators, and administration to strengthen the partnership between the school and the community; (c) initiating conversations with local pediatric offices to implement early identification autism screening tools; and (d) collaboration with the Utah Parent Center to organize parent meetings/trainings. Additionally, the Local Education Agency (LEA) should continue to utilize regional itinerant supports and explore options to increase these services for the district. An executive summary was presented to the local school board to guide future decisions regarding the needs of students with autism as well as improve the outcomes and quality of their lives.

No description available.

The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs, students with disabilities on English assessments, and ELLs with disabilities on ELP assessments. The researcher examined the literature for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. Based on the research presented in the review of the literature, the researcher provides the results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities to contribute to the limited current research available regarding this subgroup and to explore how the annual ELP assessment mandate is actuated at the state, district and classroom levels. The researcher used one state’s existing quantitative ELP assessment data to examine types of accommodations used for ELLs with disabilities on the statewide ELP assessment and then explored potential relationships between specific disabilities and accommodations used. The researcher investigated factors that contribute to the relationships between disabilities, accommodations, and performance on the ELP assessment through qualitative data from interviews with state, district, and school level personnel to further expand on results from the quantitative ELP assessment data.

Objective: To examine the workplace challenges of lupus patients. Methods: A cross sectional study surveyed lupus patients seen at the Toronto Lupus Clinic in the last 2 years. We included questions on health, work context and psychosocial perceptions. Descriptive statistics described the sociodemographic and clinical characteristics of the sample; multivariable analysis examined factors associated with workplace activity limitations, job strain, and job accommodations. Results: 362 respondents completed the questionnaire (60% response). 49.7% were currently employed. Participants who recently left work had higher disease activity and workplace activity limitations. Employed participants had low to moderate job strain. Seventy percent of employed participants used job accommodations. Health, work context, and psychological factors were significantly associated with workplace activity limitations, job strain and job accommodations. Conclusion: Persons living with lupus are faced by different challenges at the workplace. Workplace difficulties and needs of individuals with lupus should be assessed by health professionals.

Objective: To examine the workplace challenges of lupus patients. Methods: A cross sectional study surveyed lupus patients seen at the Toronto Lupus Clinic in the last 2 years. We included questions on health, work context and psychosocial perceptions. Descriptive statistics described the sociodemographic and clinical characteristics of the sample; multivariable analysis examined factors associated with workplace activity limitations, job strain, and job accommodations. Results: 362 respondents completed the questionnaire (60% response). 49.7% were currently employed. Participants who recently left work had higher disease activity and workplace activity limitations. Employed participants had low to moderate job strain. Seventy percent of employed participants used job accommodations. Health, work context, and psychological factors were significantly associated with workplace activity limitations, job strain and job accommodations. Conclusion: Persons living with lupus are faced by different challenges at the workplace. Workplace difficulties and needs of individuals with lupus should be assessed by health professionals.

Federal mandates require that all students participate in large-scale assessments. A population of students with learning disabilities and who are second language learners are emerging within the schools. The purpose of this descriptive study was to gain additional knowledge about accommodation use by determining what accommodations were provided and whether the accommodations used were related to student achievement. Information was collected on accommodation use by 6th and 7th grade students who participated in a large-scale assessment. A post hoc data analysis was conducted to investigate accommodation use during the AIMS-DPA reading assessment. The collected data indicated a high percentage of accommodations were provided to English language learners, who have learning disabilities in 6th grade than 7th grade. A higher number of non-linguistic accommodations were provided than language-related accommodations. Language-related accommodations were provided more frequently to 6th grade students. Analyses indicated that reading performance and accommodations were not significantly related.

This thesis investigates the use of Inclusive theatre to disengage the ‘disabled'/ ‘non-disabled' binary for transformation to inclusive cultures. The research extends existing scholarship in Inclusive and applied theatre practices by documenting selected case studies in west and southern Africa. A sociocultural lens defines disability as a social construct, problematizing community reactions, systemic oppression and societal barriers as the disabling force rather than any physical or cognitive impairment. A series of participatory action research projects explore inclusion through an applied theatre praxis and critical/performance ethnography. Progressive pedagogy informs the methods, ethics, and values of each cross-cultural inclusive project. Participants with neurodivergent, or atypical (dis)abilities are contextualized as heroes within the metaphoric framework of the hero's journey as popularized by Joseph Campbell. Campbell's stages are juxtaposed with project workshops and performances to emphasize the universal application of inclusion, and the educational power of storytelling. The primary journey follows the development of Nigeria's premier inclusive theatre company; from drama-as-therapy beginnings to their professional performance of How to be a Superhero: A Guide to Saving the World. Supplementary projects with Hijinx Theatre in Lesotho and the Oasis Association in South Africa provide stories of igniting hidden talents and overcoming the obstacles that create barriers to inclusion in both the arts and society. An enabled dramaturgy details accessibility, authenticity, engagement, transformation, and aesthetics to debate the allies/enemies of inclusive theatre. Each project reveals the boons of adapting practices through considerations of accessibility, accommodations, and modifications. The culminating performances of each project provide evidence that storytelling, building relationships, transforming and engaging participants and audiences through theatre forges empathy, increases representation, and encourages visibility. Psychologist Philip Zimbardo argues that “Heroism can be learned, can be taught, can be modeled, and can be a quality of being to which we all should aspire.” (2011). This research, inspired by Campbell and Zimbardo, argues that inclusion, like heroism, can be learned, taught and modeled through theatre to create a culture of inclusion.

A dissertation submitted to the Faculty of Arts in partial fulfilment of the requirements for the degree Master of Arts in the Department of Recreation and Tourism at the University of Zululand, South Africa, 1998. / The phenomenon of Bed and Breakfast accommodation is part of the tourism industry that is increasing almost in every city or town. The study examines: ♦ The role Bed and Breakfast accommodation has in tourism industry in Empangeni and Richards Bay. ♦ How do Bed and Breakfast proprietors conduct the business? ♦ Why Bed and Breakfast establishments are increasing in Empangeni and Richards Bay? ♦ What are the economic benefits and problems faced by Bed and Breakfast establishments? ♦ What is the future of Bed and Breakfast establishments? The study reveals that Bed and Breakfast market (in Empangeni and Richards Bay) is dominated by business people and holiday makers. The Bed and Breakfast market faces growing competition from other parallel segments within the industry such as transport, tour operation and travel agents. Findings reveal that Bed and Breakfast product is changing and extending its range of products by offering not only Bed and Breakfast but other services such as full service Bed and Breakfast and extended stay Bed and Breakfast. The results of the investigation emphasises that the viability of Bed and Breakfast accommodation should take into consideration factors such as right location, correct capacity and high level of utilisation. The study reveals that most Bed and Breakfast establishments are operated and managed by owners. Findings indicate that the workforce is usually not more than eight people and the term of operation is less than eight years in both towns. Findings reveal that some Bed and Breakfast have used their personal savings, bank loans and others joint venture to start the business. In conclusion, the study reflects that there is need for the industry to be regulated whereby schemes such as registration, classification and grading are applicable to Bed and Breakfast accommodation industry. The problems experienced presently in the Bed and Breakfast industry need the attention of all interested stakeholders no matter how big or small they are.