Pub Date : 2024-09-14DOI: 10.1177/10442073241278555
Renáta Tichá, Sandra L. Pettingell, James Houseworth, Julie Bershadsky, Roger J. Stancliffe, John G. Smith
In 2014, the Centers for Medicare & Medicaid Services (CMS) launched the Home and Community-Based Services (HCBS) Final Rule intended to improve the quality of HCBS for people with disabilities. The Rule focuses on improving outcomes through person-centered services and supports. These outcomes include privacy and dignity. This study reviewed state compliance with the Final Rule by examining statewide transition plans and investigating the Final Rule’s impact on privacy outcomes of adults with intellectual and developmental disabilities (IDD). We compared cross-sectional National Core Indicators® (NCI®) Adult Consumer Survey (ACS) 2012 to 2013 and Adult In-Person Survey (IPS) 2018 to 2019 data. Privacy (people letting them know before entering their home; being alone with friends/visitors at home) increased after Final Rule implementation. Individuals in the 2018 to 2019 group had 36% and 29% higher odds of being asked for permission to enter their home and of being alone with friends/guests, respectively. Age, gender, severity of ID, and several co-occurring conditions were also predictive of improvement in privacy.
{"title":"Trends in Privacy of Adults With Intellectual and Developmental Disabilities Before and After the Home and Community-Based Services Final Rule","authors":"Renáta Tichá, Sandra L. Pettingell, James Houseworth, Julie Bershadsky, Roger J. Stancliffe, John G. Smith","doi":"10.1177/10442073241278555","DOIUrl":"https://doi.org/10.1177/10442073241278555","url":null,"abstract":"In 2014, the Centers for Medicare & Medicaid Services (CMS) launched the Home and Community-Based Services (HCBS) Final Rule intended to improve the quality of HCBS for people with disabilities. The Rule focuses on improving outcomes through person-centered services and supports. These outcomes include privacy and dignity. This study reviewed state compliance with the Final Rule by examining statewide transition plans and investigating the Final Rule’s impact on privacy outcomes of adults with intellectual and developmental disabilities (IDD). We compared cross-sectional National Core Indicators® (NCI®) Adult Consumer Survey (ACS) 2012 to 2013 and Adult In-Person Survey (IPS) 2018 to 2019 data. Privacy (people letting them know before entering their home; being alone with friends/visitors at home) increased after Final Rule implementation. Individuals in the 2018 to 2019 group had 36% and 29% higher odds of being asked for permission to enter their home and of being alone with friends/guests, respectively. Age, gender, severity of ID, and several co-occurring conditions were also predictive of improvement in privacy.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":"20 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142267657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-21DOI: 10.1177/10442073241232706
Jiyuan Zhang, Zi Yan
With the rapid aging of Japanese society and increasing concerns over the welfare of people with psychiatric disorders, intellectual disability, and dementia, a renewed adult guardianship system based on the notion of respect for self-determination, the practical use of one’s remaining abilities, and re-socialization, has now been in place for 20 years. Japanese adult guardianship practices are understudied in English language literature; thus, this article presents an overview of recent developments in Japan’s adult guardianship system and geriatric social work initiatives adopted in Japan’s adult guardianship practice. The authors found that the guardianship system not only helped the elderly live better with dementia but also contributed to the realization of “ageing in place” in the community-based integrated care system.
{"title":"Helping the Elderly Live Better With Dementia: Recent Developments in Japan’s Adult Guardianship System and Its Role in Geriatric Social Work Practice","authors":"Jiyuan Zhang, Zi Yan","doi":"10.1177/10442073241232706","DOIUrl":"https://doi.org/10.1177/10442073241232706","url":null,"abstract":"With the rapid aging of Japanese society and increasing concerns over the welfare of people with psychiatric disorders, intellectual disability, and dementia, a renewed adult guardianship system based on the notion of respect for self-determination, the practical use of one’s remaining abilities, and re-socialization, has now been in place for 20 years. Japanese adult guardianship practices are understudied in English language literature; thus, this article presents an overview of recent developments in Japan’s adult guardianship system and geriatric social work initiatives adopted in Japan’s adult guardianship practice. The authors found that the guardianship system not only helped the elderly live better with dementia but also contributed to the realization of “ageing in place” in the community-based integrated care system.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":"164 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-07DOI: 10.1177/10442073231215764
Ryan G. McCombs, Lisa A. Lambert-Snodgrass, F. R. Olenchak
There is a deficiency in scholarly research on higher education service animal policy that has created definitive gaps in how disability services office (DSO) directors approach policy development and how higher education institutions (HEIs) ensure access for service animal handlers. This qualitative research study aims to narrow these gaps by investigating the Big Ten Academic Alliance (Big Ten) DSO directors’ approaches to service animal policy development and exploring how federal and state legislation influence service animal policies. Participants in this study were five DSO directors from Big Ten institutions in the United States who participated in semistructured interviews. Findings reveal four themes associated with the approach Big Ten DSO directors take when developing and implementing service animal policies: (a) the influence of federal and state legislation, (b) transformational leadership, (c) social justice, access, and equity, and (d) involvement of institutional stakeholders in policy development.
{"title":"A Big Ten Leadership Approach to Service Animal Policy Development in Higher Education","authors":"Ryan G. McCombs, Lisa A. Lambert-Snodgrass, F. R. Olenchak","doi":"10.1177/10442073231215764","DOIUrl":"https://doi.org/10.1177/10442073231215764","url":null,"abstract":"There is a deficiency in scholarly research on higher education service animal policy that has created definitive gaps in how disability services office (DSO) directors approach policy development and how higher education institutions (HEIs) ensure access for service animal handlers. This qualitative research study aims to narrow these gaps by investigating the Big Ten Academic Alliance (Big Ten) DSO directors’ approaches to service animal policy development and exploring how federal and state legislation influence service animal policies. Participants in this study were five DSO directors from Big Ten institutions in the United States who participated in semistructured interviews. Findings reveal four themes associated with the approach Big Ten DSO directors take when developing and implementing service animal policies: (a) the influence of federal and state legislation, (b) transformational leadership, (c) social justice, access, and equity, and (d) involvement of institutional stakeholders in policy development.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":"57 49","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1177/10442073231205606
Lauren N. Wong, Cynthia C. Griffin, Nicholas A. Gage
We investigated state and national trends in the enrollment of students ages 6 to 21 under the specific learning disability (SLD) category across 15 consecutive school years (2005–2006 to 2019–2020). We used multi-level modeling to estimate the effects of state and time on SLD enrollment and conducted a policy analysis of three states (Rhode Island, Kansas, and New Mexico) to examine changes in SLD policy (including Response to Intervention) in conjunction with trends in enrollment. Results indicate significant differences in SLD enrollment between states in the initial year and significant decreases in SLD enrollment over time, but no significant differences in the change in SLD enrollment between states. Results from the policy analysis suggest that the state policy context (including legal requirements in the SLD evaluation process), type of RTI model, and method of SLD evaluation can affect SLD enrollment. We discuss these results within the context of increased variability in RTI models.
{"title":"Linking Response to Intervention and Identification of a Specific Learning Disability","authors":"Lauren N. Wong, Cynthia C. Griffin, Nicholas A. Gage","doi":"10.1177/10442073231205606","DOIUrl":"https://doi.org/10.1177/10442073231205606","url":null,"abstract":"We investigated state and national trends in the enrollment of students ages 6 to 21 under the specific learning disability (SLD) category across 15 consecutive school years (2005–2006 to 2019–2020). We used multi-level modeling to estimate the effects of state and time on SLD enrollment and conducted a policy analysis of three states (Rhode Island, Kansas, and New Mexico) to examine changes in SLD policy (including Response to Intervention) in conjunction with trends in enrollment. Results indicate significant differences in SLD enrollment between states in the initial year and significant decreases in SLD enrollment over time, but no significant differences in the change in SLD enrollment between states. Results from the policy analysis suggest that the state policy context (including legal requirements in the SLD evaluation process), type of RTI model, and method of SLD evaluation can affect SLD enrollment. We discuss these results within the context of increased variability in RTI models.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":"187 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136102285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-26DOI: 10.1177/10442073231205605
Chris R. Surfus
The 2021 Household Pulse Survey (HPS) was examined as it relates to coronavirus disease 2019 (COVID-19) and the impact on employment for the lesbian, gay, bisexual, and transgender (LGBT) community and members with disabilities. The purpose of the study was to understand the effect of COVID-19 on both groups as it relates to employment, specifically focusing on work loss. In analyzing the HPS, the population of the LGBT community was estimated as 7.6%, while members with disabilities accounted for 13.2% of the total U.S. population; 5.5% more LGBT than non-LGBT, 9.8% more members with disabilities than without disabilities, and 18.3% more LGBT with disabilities than non-LGBT and not disabled members reported work loss during the COVID-19 pandemic. I found that the LGBT community and members with disabilities were more likely to have work loss and face employment challenges during the pandemic. I attributed these findings to LGBT and members with disabilities having been more likely to work in a service sector position. In addition to work loss, data on the LGBT and disabled population and the prevalence of disability in the LGBT community were presented.
{"title":"The COVID-19 Impact on Employment for LGBT Individuals With Disabilities: An Examination of the 2021 Household Pulse Survey","authors":"Chris R. Surfus","doi":"10.1177/10442073231205605","DOIUrl":"https://doi.org/10.1177/10442073231205605","url":null,"abstract":"The 2021 Household Pulse Survey (HPS) was examined as it relates to coronavirus disease 2019 (COVID-19) and the impact on employment for the lesbian, gay, bisexual, and transgender (LGBT) community and members with disabilities. The purpose of the study was to understand the effect of COVID-19 on both groups as it relates to employment, specifically focusing on work loss. In analyzing the HPS, the population of the LGBT community was estimated as 7.6%, while members with disabilities accounted for 13.2% of the total U.S. population; 5.5% more LGBT than non-LGBT, 9.8% more members with disabilities than without disabilities, and 18.3% more LGBT with disabilities than non-LGBT and not disabled members reported work loss during the COVID-19 pandemic. I found that the LGBT community and members with disabilities were more likely to have work loss and face employment challenges during the pandemic. I attributed these findings to LGBT and members with disabilities having been more likely to work in a service sector position. In addition to work loss, data on the LGBT and disabled population and the prevalence of disability in the LGBT community were presented.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":"64 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134907212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/10442073221096393
Eric Kloos, Ellen Nacik, C. Ward
The U.S. Department of Education’s Office of Special Education Programs has adopted a Results Driven Accountability (RDA) framework to support state education agencies (SEAs) in improving results for students with disabilities. RDA directed SEAs to focus on measurable outcomes. A leadership team in a large Midwestern state in the United States partnered with an institute of higher education implementation science purveyor team to systematically apply a particular approach, the Active Implementation Frameworks (AIFs), to build capacity, effectively implement, and scale an evidence-based program, Check & Connect, to improve statewide graduation rates for Black and American Indian students with disabilities. The presented case example illustrates how the SEA partners with local education agencies’ district teams to continuously measure and manage changes in (a) system capacity and (b) practice fidelity to improve graduation rate outcomes. Application of the AIFs in education, measured implementation progress and preliminary outcome data, and implications for policy for individuals with disabilities are discussed.
美国教育部特殊教育项目办公室(Office of Special Education Programs)采用了结果驱动问责制(RDA)框架，以支持各州教育机构改善残疾学生的学习成绩。RDA指导SEAs侧重于可衡量的结果。美国中西部一个大州的一个领导团队与一个高等教育实施科学提供机构团队合作，系统地应用一种特殊方法，即主动实施框架(aif)，以建立能力，有效实施和扩大基于证据的项目“检查与连接”，以提高该州黑人和美国印第安残疾学生的毕业率。所展示的案例示例说明了SEA如何与当地教育机构的地区团队合作，持续测量和管理(a)系统能力和(b)实践忠诚度的变化，以提高毕业率结果。讨论了aif在教育中的应用、衡量的实施进展和初步结果数据，以及对残疾人政策的影响。
{"title":"Developing Implementation Capacity of a State Education Agency to Improve Outcomes for Students With Disabilities","authors":"Eric Kloos, Ellen Nacik, C. Ward","doi":"10.1177/10442073221096393","DOIUrl":"https://doi.org/10.1177/10442073221096393","url":null,"abstract":"The U.S. Department of Education’s Office of Special Education Programs has adopted a Results Driven Accountability (RDA) framework to support state education agencies (SEAs) in improving results for students with disabilities. RDA directed SEAs to focus on measurable outcomes. A leadership team in a large Midwestern state in the United States partnered with an institute of higher education implementation science purveyor team to systematically apply a particular approach, the Active Implementation Frameworks (AIFs), to build capacity, effectively implement, and scale an evidence-based program, Check & Connect, to improve statewide graduation rates for Black and American Indian students with disabilities. The presented case example illustrates how the SEA partners with local education agencies’ district teams to continuously measure and manage changes in (a) system capacity and (b) practice fidelity to improve graduation rate outcomes. Application of the AIFs in education, measured implementation progress and preliminary outcome data, and implications for policy for individuals with disabilities are discussed.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":"34 1","pages":"127 - 136"},"PeriodicalIF":1.6,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47530079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.1177/10442073231185737
Natasha M. Strassfeld, K. Brady, Cynthia Dieterich
The field of special education stems from the efforts of parents, adults and children with disabilities, invested policymakers, and other civil rights advocates within legal and policy forums. Yet, over time, as intervention- and scientific-based research within special education were moved to the forefront, the focus on how special education practices are shaped by law and policy were siloed within academic discourse in special education journals. To better understand the use of legal and policy analysis as a methodology within special education journals, the authors systematically analyzed the submission criteria for the top-10 U.S. -based special education journals. Stemming from these findings, this article argues why it may be necessary to consider expanding the field of special education research to include more peer-reviewed academic journals with a predominant focus on special education and disability law and policy, as an understanding of how law and policy shape the academic and personal lives of students with disabilities and their families remains pertinent. Finally, the article offers a framework for creating new academic journals in this space that may offer opportunities to generate dialogue between academics, practitioners, and policymakers across an interdisciplinary discourse.
{"title":"Expanding Law- and Policy-Relevant Discourse Within Special Education Research","authors":"Natasha M. Strassfeld, K. Brady, Cynthia Dieterich","doi":"10.1177/10442073231185737","DOIUrl":"https://doi.org/10.1177/10442073231185737","url":null,"abstract":"The field of special education stems from the efforts of parents, adults and children with disabilities, invested policymakers, and other civil rights advocates within legal and policy forums. Yet, over time, as intervention- and scientific-based research within special education were moved to the forefront, the focus on how special education practices are shaped by law and policy were siloed within academic discourse in special education journals. To better understand the use of legal and policy analysis as a methodology within special education journals, the authors systematically analyzed the submission criteria for the top-10 U.S. -based special education journals. Stemming from these findings, this article argues why it may be necessary to consider expanding the field of special education research to include more peer-reviewed academic journals with a predominant focus on special education and disability law and policy, as an understanding of how law and policy shape the academic and personal lives of students with disabilities and their families remains pertinent. Finally, the article offers a framework for creating new academic journals in this space that may offer opportunities to generate dialogue between academics, practitioners, and policymakers across an interdisciplinary discourse.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48967248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-23DOI: 10.1177/10442073231189473
Tye A. Ripma
The U.S. Department of Education’s Office of Special Education Programs collects data on how states implement the Individuals with Disabilities Education Act through the mandated State Performance Plan/Annual Performance Report (SPP/APR). Some indicators in the SPP/APR require state educational agencies (SEAs) to report data by race and ethnicity. These state-level reports consistently show that students of color with disabilities spend the most time in separate educational settings such as resource rooms and special day classes. Despite the racial and ethnic discrepancies in these data, SEAs do not report educational environments for children with disabilities by race and ethnicity at the local level. As a result, the public can only see racialized patterns in educational environments at the state level, not within local educational agencies. Race and ethnicity are important factors in addressing educational inequities. This article describes current special education data reporting requirements related to educational environments and offers policy, practice, and research implications for reporting race and ethnicity with these data.
{"title":"Are Special Education Data Ever “Race Neutral”? Reporting Educational Environments Data by Race and Ethnicity","authors":"Tye A. Ripma","doi":"10.1177/10442073231189473","DOIUrl":"https://doi.org/10.1177/10442073231189473","url":null,"abstract":"The U.S. Department of Education’s Office of Special Education Programs collects data on how states implement the Individuals with Disabilities Education Act through the mandated State Performance Plan/Annual Performance Report (SPP/APR). Some indicators in the SPP/APR require state educational agencies (SEAs) to report data by race and ethnicity. These state-level reports consistently show that students of color with disabilities spend the most time in separate educational settings such as resource rooms and special day classes. Despite the racial and ethnic discrepancies in these data, SEAs do not report educational environments for children with disabilities by race and ethnicity at the local level. As a result, the public can only see racialized patterns in educational environments at the state level, not within local educational agencies. Race and ethnicity are important factors in addressing educational inequities. This article describes current special education data reporting requirements related to educational environments and offers policy, practice, and research implications for reporting race and ethnicity with these data.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45579472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-18DOI: 10.1177/10442073231185740
Charles B. Walters, A. Plotner
A confluence of research and current events in the United States has brought guardianship for people with disabilities into focus in recent years. In the process, the field of special education has been confronted with an unpleasant reality. In their action or inaction, special education professionals may play a role in parents of students with disabilities pursuing undue and overbroad guardianship. The purpose of this study was to work with researchers and practitioners supporting alternatives to guardianship to gather their foremost recommendations for the field of special education on addressing the use of undue guardianship. To this end, the researchers conducted a three-round Delphi study with these established professionals to solicit, rate, and revise their ratings of related recommendations toward achieving consensus. The 30 top recommendations they offered have been collected here and discussed in terms of their relevance for policy, practice, and research in the field.
{"title":"A Delphi Study to Generate, Clarify, and Prioritize Professional Recommendations on Age of Majority-Related Practice in Special Education","authors":"Charles B. Walters, A. Plotner","doi":"10.1177/10442073231185740","DOIUrl":"https://doi.org/10.1177/10442073231185740","url":null,"abstract":"A confluence of research and current events in the United States has brought guardianship for people with disabilities into focus in recent years. In the process, the field of special education has been confronted with an unpleasant reality. In their action or inaction, special education professionals may play a role in parents of students with disabilities pursuing undue and overbroad guardianship. The purpose of this study was to work with researchers and practitioners supporting alternatives to guardianship to gather their foremost recommendations for the field of special education on addressing the use of undue guardianship. To this end, the researchers conducted a three-round Delphi study with these established professionals to solicit, rate, and revise their ratings of related recommendations toward achieving consensus. The 30 top recommendations they offered have been collected here and discussed in terms of their relevance for policy, practice, and research in the field.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45938650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-11DOI: 10.1177/10442073231185262
Scott W. T. McNamara, E. Pitchford, Layne Case
The field of adapted physical activity (APA) and other areas often associated with APA focused on physical activity for people with disabilities, such as adapted physical education (APE) and disability sports (DS), is often marginalized and misunderstood. Little attention has been given to subsets of the general population’s familiarity of this field and related areas. The purpose of this study was to examine college students’ awareness of APA terminology and related organizations. Undergraduate college students ( n = 995) completed a survey on their familiarity of APA terminology (APE, DS, and therapeutic recreation [TR]) and related organizations (Paralympics [PL], and Special Olympics [SO]). Students were most familiar with SO, DS, and PL. Familiarity with these terms and organizations, except for TR, were positively associated with being comfortable with people with disabilities ( p < .01). Students who reported having a close connection to a person with a disability were significantly more familiar with DS and SO ( p = .001). Students with personal connections to people with disabilities appeared to be more aware of APA-related professions and associations. As future leaders, college students can influence the direction of future public policies and resources; thus, because these findings suggests that college students lack the basic familiarity with many APA-related areas, this insinuates that these areas may suffer from a lack of support policies and resources needed to flourish. Further research is needed to fully understand the relationships college students have with people with disabilities and how these may have more awareness of APA-related professions and associations.
{"title":"Familiarity of Adapted Physical Activity Among Undergraduate Students: Personal Connection Matters","authors":"Scott W. T. McNamara, E. Pitchford, Layne Case","doi":"10.1177/10442073231185262","DOIUrl":"https://doi.org/10.1177/10442073231185262","url":null,"abstract":"The field of adapted physical activity (APA) and other areas often associated with APA focused on physical activity for people with disabilities, such as adapted physical education (APE) and disability sports (DS), is often marginalized and misunderstood. Little attention has been given to subsets of the general population’s familiarity of this field and related areas. The purpose of this study was to examine college students’ awareness of APA terminology and related organizations. Undergraduate college students ( n = 995) completed a survey on their familiarity of APA terminology (APE, DS, and therapeutic recreation [TR]) and related organizations (Paralympics [PL], and Special Olympics [SO]). Students were most familiar with SO, DS, and PL. Familiarity with these terms and organizations, except for TR, were positively associated with being comfortable with people with disabilities ( p < .01). Students who reported having a close connection to a person with a disability were significantly more familiar with DS and SO ( p = .001). Students with personal connections to people with disabilities appeared to be more aware of APA-related professions and associations. As future leaders, college students can influence the direction of future public policies and resources; thus, because these findings suggests that college students lack the basic familiarity with many APA-related areas, this insinuates that these areas may suffer from a lack of support policies and resources needed to flourish. Further research is needed to fully understand the relationships college students have with people with disabilities and how these may have more awareness of APA-related professions and associations.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44854993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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