The purpose of the study is to explore the difficulties and experiences that foster parents have in accessing services and what can be done to alleviate some of these obstacles.

The purpose of this study was to examine concepts of "inclusion" held by policy drivers (PD), policy makers (PM) and policy implementers (PI) from various national organizations, state agencies and school districts. Interviews were conducted with 14 informants, and responses recorded, transcribed and clustered according to patterns of language. Documents provided by informants were reviewed. A Likert-type questionnaire was developed, grounded in patterns of language used in interviews and documents. Descriptive and inferential statistics identified variance between and within groups. Of 430 questionnaires sent, 266 were returned. Factor analysis of 29 items yielded 5 factors (definition of inclusion, training and support, receptivity, benefits/barriers, and prerequisites). One way analysis of variance, tests for homogeneity and multiple range tests were performed. Patterns of understanding of inclusion were clarified, and interpretations and conclusions were drawn. Significant variance was found among PD, PM, and PI on 3 of 5 factors (benefits/barriers, prerequisites, receptivity) with the greatest variance being between PD and PI. The most significant variance among 8 school districts occurred with factor 1 (benefits/barriers of inclusion). Informants' degree of support for inclusion was frequently not reflective of the organizations they represented. All groups associated inclusion with attitudes and beliefs, rather than with actions or programs. By describing patterns of definitions and critical attributes of inclusion, the development and implementation of educational policy relating to students with disabilities may be facilitated. Observed variations in how inclusion is philosophically and operationally defined may play a critical role in the implementation of inclusionary practices. The language used by informants reflects barriers to successful implementation of inclusion, as well as possible solutions. Variance between policy drivers, policy makers and policy implementers, as well as between individuals and their respective organizations may have implications for the evolution and development of educational policy.

Thesis (M. A. (Social Work)) -- University of Limpopo, 2019 / Physically disabled adults encounter many constraints in the societies they live in, and are often prone to stigma and discrimination, social exclusion and negative perceptions. Rooted in the qualitative research approach, this study is informed by a sample of 20 adults with physical disabilities. It gathered data relating to experiences of adults with physical disabilities. Participants were identified using purposive and convenience sampling and took part in comprehensive face to face interviews. This data collection method provided a platform to elicit experiences of adults living with physical disabilities. Thematic content analysis was used to analyse data. The major findings that came out of the study included the main challenges faced by adults with physical disabilities, established the accessibility barriers, assessed how adults cope with health challenges, evaluated the cultural and traditional prejudices of adults with physical disabilities and assessed the stigma and discrimination that they face. From the participants’ personal encounters and narratives, the study recommends assistance and support of physically disabled adults, implementation of awareness campaigns and donations to be specified according to their needs. More so, the study recommends extensively involving and consulting adults with physical disabilities in matters that directly or indirectly affects them and supervising and monitoring schools which accepts persons with disabilities.

Nearly 23,000 youth age out of the foster care system between the ages of 18 and 21 each year in a transition fraught with challenges and barriers. These young people often lack developmentally appropriate experiences and exposure to necessary knowledge, role modeling, skill building, and long-term social support to promote positive transitions to adulthood while in foster care. As a result, young people who exit care face an array of poor adult outcomes. Nearly 60% of transition-aged foster youth experience a disability, and as such, face compounded challenges exiting foster care. While the examination of young adult outcomes for youth with disabilities has been largely missing from the literature, available research documents that young adults with disabilities who had exited foster care were significantly behind their peers without disabilities in several key areas. Literature examining the experiences of transition-aged youth with disabilities in the general population also highlights gaps in young adult outcomes for young people with disabilities compared to their peers. Compounding the issue for youth in foster care, those who experience disabilities often reside in restrictive placement settings such as developmental disability (DD) certified homes, group homes, or residential treatment centers. Though limited, there is some evidence to suggest that these types of placements negatively impact young adult outcomes for those aging out of foster care. The rules and regulations in place to promote safety in these types of placements could further restrict youth from engaging in meaningful transition preparation engagement while in foster care. Therefore, youth with disabilities, whose needs necessitate a higher level of support towards transition preparation engagement, may actually receive fewer opportunities than their peers in non-relative foster care and kinship care as they prepare to exit care into adulthood. The work in this dissertation provides knowledge to address gaps in the literature around transition preparation engagement during foster care for youth with disabilities, youth residing in restrictive foster care placements, and youth who report high levels of perceived restrictiveness as they prepare to enter into adulthood. This dissertation is a secondary analysis of transition preparation engagement data collected at baseline for 294 transition-aged youth in foster care who participated in an evaluation of an intervention to promote self-determination and enhance young adult outcomes, called My Life. Transition preparation engagement in this study was represented by eight domains: youth perceptions of preparedness for adult life, post-secondary education preparation engagement, career preparation engagement, employment, daily life preparation engagement, Independent Living Program (ILP) participation, transition planning engagement, and self-determination. Transition preparation engagement domains were examined using hierarchical multiple regression analysis to explore differences by disability status, placement setting, and youth self-report of perceptions of restrictiveness. In alignment with the literature, 58.8% of youth in this sample experienced a disability. Additional key demographics, including age, gender, and race, and foster care experiences, including length of time in care and placement instability, were entered into the regression models as covariates. Results indicated significantly less transition preparation engagement for 1) youth with disabilities compared to youth without disabilities, 2) youth residing in restrictive placements compared to youth in non-relative foster care and kinship care, and 3) youth who reported higher levels of perceived restrictiveness compared to youth who reported lower levels of perceived restrictiveness. Program, policy, and research recommendations are discussed that highlight the need to promote transition preparation engagement for this particularly vulnerable group of young people in foster care who experience disabilities, are residing in restrictive placement settings and who report high levels of perceived restrictiveness.

No description available.

The effects of the Supported Work Model program components on the job stabilization and the job maintenance (short term and long term employment, respectively) of individuals with mental handicaps were determined using path analysis. The subjects for this study were 295 consumers receiving supported employment (SE) services from 70 service agencies in Virginia placed in individual job settings between September 1, 1987 and July 1, 1989. The data were abstracted from a national SE data bank maintained by the Rehabilitation Research and Training Center (RR TC) of Virginia Commonwealth University. Separate path models were estimated for consumer job stabilization and consumer job maintenance. Major contributors to job stabilization were on-the-job training and advocacy support. Transportation availability prior to placement and consumer participation in government benefit programs were identified as statistically significant background characteristics which enhanced job stabilization. Other background characteristics had no effects on job stabilization; however, they did influence the amount of training and advocacy support consumers required. Job maintenance was affected by the amount of on-going follow-along support consumers received as well as their employer's support for working with individuals who have handicaps. Background and job site character istics, as well as training/advocacy support, had no effect on job maintenance, but they did influence the amount of follow-along support consumers received. These results suggest that the Supported Work Model is a good framework for providing services for individuals with mental handicaps. Service providers can improve consumer employment success by making consumer transportation arrangements prior to placement and by placing consumers with employers who are supportive of individuals with handicaps. / Ph. D.

According to Part H (Public Law 101-476), governors of each state have the authority to designate a lead agency within the state to carry out this legislation. Some lead agencies may include the Department of Education, Department of Health, or Department of Economic Security. Each lead agency has the power, within Part H, to decide whether infants and toddlers who are at risk will be served under the provisions of special education to infants and toddlers. According to The National Early childhood Technical Assistance System (NEC*TAS) (1992), 22% of states include at risk in their definitions for Part H. Of those 11 states, only 6 include services for perinatally exposed infants and toddlers in their at risk definition. The National Association for Perinatal Addiction Research and Education (NAPARE), (1993) defines perinatally exposed as, "fetal exposure to inappropriate use of licit or illicit drugs." Delivery of care is not systematic between these state agencies. There is a lack of knowledge of which services, if any, each delivery system offers to perinatally exposed infants/toddlers and their families. Therefore the purpose of this study was to examine the delivery of services in the six states that serve this population under the at risk definition of Part H and compare those results to three states that do not serve perinatally exposed infants and toddlers under this legislation. Telephone interviews of 9 state Part H Coordinators were conducted to obtain information concerning various services provided to substance exposed infants/toddlers and their families. Six of those states claimed to provide services to perinatally exposed infants and toddlers under the at risk definition of Part H and three made no such claims. Data from the survey instrument were analyzed using qualitative analysis. Findings of the study revealed that only health department lead agencies provide services to perinatally exposed infants/toddlers and their families under the at risk definition of Part H of the Individuals with Disabilities Education Act. Data analysis provided information for making recommendations to governors and lobbying organizations who are concerned about providing services to perinatally exposed infants and toddlers. / Ed. D.

This study addresses systemized transition planning and preparation for adult adjustment of secondary students with disabilities. Transition planning and preparation for youth with disabilities as they move from school to work and community adjustment is essential; however, thorough planning is rarely accomplished. Therefore, it is important to study the level at which transition services are currently delivered for secondary students with disabilities and to examine factors that affect delivery of those services. This study investigates (a) the status of transition services in Virginia school Divisions, (b) the status of specific factors that may affect delivery of transition services, (c) factors related to delivery of transition services and (da) demographics about persons most responsible for coordination of transition in local school divisions. Specifically, four transition service areas were examined: a) integration of students with disabilities with nondisabled peers, b) instructional programs, c) coordinated planning and d) support services. Also investigated were three factors that affect delivery of transition services: a) cooperation of vocational and special education, b) administrative support and c) a formal interagency transition team. Findings indicated the degree to which transition services were delivered across the state, as well as relationships between the level of delivery of transition services and the factors that were examined. Positive correlations demonstrated that the greater the level of administrative support for transition at the local level, the greater the level of delivery of transition services. Further, the greater the level of cooperation of vocational and special education, the greater the level of delivery of transition services. Existence of an interagency team correlated substantially with coordinated planning services. / Ed. D.

Review of the literature on the currently available services for special needs children and early intervention programs in the Kingdom of Saudi Arabia, supports the fact that early intervention services for young special needs children and their families are very limited. The present study aims at determining the importance of early intervention services for children with special needs and their families. The study also aims to firstly identify the need for establishing more early intervention programs across the country as well as to give suggestions for effective utilization of the presently available services. Secondly, the study focuses on determining the needs o mothers of children with intellectual and physical impairments. Thirdly, the study aims to assess the extent to which the available services are benefiting the special needs children and their families. A descriptive research study was conducted on a sample of 27 mothers of young children with intellectual and physical impairments. Three questionnaires were designed and distributed to obtain information about the following issues: 1) the current early intervention services available for young. special needs children in the Kingdom of Saudi Arabia and the Gulf countries. 2) the background information of the families of the sample. 3) the needs of the mothers in the sample. The data was qualitatively analyzed and interpreted by comparing frequencies and their corresponding percentage values. Results of this study indicated that the majority of the mothers expressed severe and moderate need for more information about their child's impairment; and needed more services and intervention programs for their child. Results from the study also established a relationship between some of the socio-economic background variables and the different categories of needs. Finally, some of the needs of the mothers were met with the early intervention services provided by the centre where the study was conducted. / Inclusive Education / D.Ed.(Special Education)

Wong Kin Ming Robert. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2000-2001, design report." / Includes bibliographical references (p. 95-96). / Introduction --- p.1 / Social Issues --- p.2 / Rehabilitation Services Development in Hong Kong --- p.3 / White Paper on Rehabilitation --- p.4 / Rehabilitation Programme Plan (RPP) --- p.5 / Policy Objectives of Rehabilitation Services --- p.5 / Public Expenditure on Rehabilitation Services --- p.6 / Future Development of Rehabilitation Services in Hong Kong --- p.7 / Classification of disability --- p.8 / Estimate Number of People with Disabilities in Hong Kong --- p.8 / Reasons for Choosing Mentally Handicapped as Target Group --- p.9 / Information of Mentally Handicapped --- p.11 / Definition of Mentally Handicapped --- p.12 / Population of mentally handicapped in Hong Kong --- p.13 / Assessment for Mentally Handicapped --- p.13 / Stimulation for the mentally handicapped --- p.14 / Psychological Treatment and Development --- p.16 / Strengths of Mentally Handicapped --- p.18 / Facilities for mentally handicapped in Hong Kong --- p.19 / Existing service facilities for mentally handicapped --- p.20 / Chapter 1) --- Special School --- p.21 / Choi Jun School --- p.24 / "Lok Kan School, The Caritas" --- p.26 / Chapter 2) --- Vocational Training Council --- p.28 / Chapter 3) --- Skill Centre --- p.29 / Chapter 4) --- Sheltered Workshop --- p.30 / "Shek Kip Mei Sheltered Workshop, Po Leung Kuk" --- p.32 / Chapter 5) --- Day Activity Centre --- p.34 / Chapter 6) --- Hostel --- p.35 / "Grace Hostel, Evangelical Lutheran Church Social Service" --- p.36 / Rehabilitation Complex in Hong Kong - Pinehill Village --- p.38 / Planning Policy on Facilities for Mentally Handicapped --- p.40 / Appraisal to Existing Facilities for Mentally Handicapped --- p.42 / Design Guidelines for Mentally Handicapped --- p.45 / Methodology --- p.46 / Objectives of Design Guidelines --- p.46 / Design Guideline 1: Planning of Rehabilitation Complex in Public Housing Estate --- p.47 / Design Guideline 2: Eliminating Isolation from Community - Bringing Mentally Handicapped to Community --- p.48 / Design Guideline 3: Bringing General Public to Rehabilitation Complex --- p.50 / Design Guideline 4: Planning Enhancing Integration and Public Acceptance to Mentally Handicapped --- p.52 / Design Guideline 5: Architectural Treatment for Mentally Handicapped Facilities --- p.54 / Contributions --- p.54 / Programme --- p.55 / Potential Sites Study --- p.59 / Criteria of Selecting the Site --- p.60 / Potential Site 1: Fanling Area 49A --- p.60 / Potential Site 2: Diamond Hill --- p.64 / Preliminary Schematic Study --- p.67 / Scheme 1 ： Integrating Shopping Arcade & Rehabilitation Complex Together --- p.68 / Scheme 2： Separating Rehabilitation Complex & Shopping Arcade as Individuals --- p.71 / Site Design Arrangement --- p.73 / Proposed Site Arrangement --- p.74 / Architectural Design --- p.78 / Functional Arrangement --- p.79 / Schedule of Accommodation --- p.79 / Chapter 1) --- Shops Run by Mentally Handicapped --- p.80 / Chapter 2) --- Sheltered Workshops --- p.82 / Chapter 3) --- Dormitory --- p.84 / Building Form & Structural System --- p.86 / Elevation Study --- p.87 / Colour Scheme --- p.88 / Photo Collections --- p.89 / Conclusion --- p.91 / Appendix --- p.93 / "List of Special Schools, Government Department & NGOs" --- p.94 / Bibliography --- p.95