bluuebunny/crossref_metadata_2025 huggingface dataset:
Alternate Assessment as the "Ultimate Accommodation": Four Challenges for Policy and Practice
Authors: Roach Andrew T.
Published: May 2008

Alternate assessments are intended for use with students who are unable to participate in general state and district assessment systems even with accommodations, and have been described as the "ultimate accommodation" for promoting the inclusion of students with significant disabilities in accountability systems. This article examines four challenges to be addressed in designing and implementing alternate assessments for students with disabilities: (a) deciding who should participate in alternate assessments, (b) deciding what skills and knowledge should be assessed, (c) creating reliable and valid assessments, and (d) defining proficient performance on alternate assessments.
Accommodation Research to Guide Practice: Comments on What We Know and What We Need to Know
Authors: Malouf David B.
Published: May 2008

This article discusses the research reported in this special issue with respect to implications for policy, practice, and future research. The discussion focuses on the functions of research in reporting, enlightenment and conceptualization, short-run empiricism, and testing for replication. The article concludes by calling for systematic and sustained research on assessment accommodations.
Collecting and Using Assessment Data for Ensuring Access to the General Education Curriculum
Authors: Nolet Victor
Published: May 2008

As the context of special education has changed in the last quarter century, the role and work of the IEP team also has evolved. Today, the general education curriculum is central to the educational programs of all students. The expectation that is clearly communicated in federal policies and regulations, such as the No Child Left Behind Act and the Individuals with Disabilities Education Act of 1997, is that all students will make meaningful, substantial progress in the general education curriculum. The IEP is no longer a substitute for the general education curriculum, but a tool for implementing it. As a result, IEP teams must understand the nature of the general education curriculum and employ effective decision-making strategies in selecting appropriate accommodations and modifications that will enable students with disabilities to make progress in it. Assessment for IEP planning must be aimed at providing information about the curricular and instructional supports that are needed for access to the curriculum. Classroom assessment strategies can help IEP teams collect this information and determine whether students are making adequate progress.
Instructionally Useful Assessment in the Social Studies
Authors: Harniss Mark K.
Published: May 2008

This article explores instructionally useful assessment in the social studies. In the first section, the concept of usefulness is discussed as a function of the alignment between goals, instruction, and assessment. Next, three approaches to instructionally useful assessment are reported, followed by a case scenario suggesting how these disparate approaches may be combined to provide a system of assessment that informs instructional practices in the social studies. Finally, the need for treatment utility research to validate the use of these assessment tools is discussed.
Using a Concept Maze to Assess Student Understanding of Secondary-Level Content
Authors: Ketterlin-Geller Leanne R. , McCoy Jan D. , Twyman Todd , Tindal Gerald
Published: May 2008

Curriculum-based measurement is a system for monitoring students' progress and formatively evaluating instruction backed by 25 years of validation research. Most of this research has been conducted in elementary schools. In middle and high school classrooms, where there is an emphasis on mastering content knowledge, elementary-level measurements are not viable. This article describes the development and validation of a curriculum-based measurement using a maze format, in which specific words are eliminated from sentences and students select from several options to fill in each omitted word. Unlike traditional maze tasks in which words are deleted with attention to grammar and syntax, a concept maze is used in which the target words represent key attributes of core concepts from the content domain. Data from a pilot study are presented along with several options for teachers to obtain data that will (a) inform them which students should receive supplemental instruction and (b) identify particular attributes that require further development.
Determining the Exchangeability of Concept Map and Problem-Solving Essay Scores
Authors: Hollenbeck Keith , Twyman Todd , Tindal Gerald
Published: May 2008

This study investigated the score exchangeability of concept maps with problem-solving essays. Of interest was whether sixth-grade students' concept maps predicted their scores on essay responses that used concept map content. Concept maps were hypothesized to be alternatives to performance assessments for content-area domain knowledge in science. Both special (n = 16) and general (n = 16) education students participated in a science unit that covered three ecosystem cycles: (a) the water cycle, (b) the nitrogen cycle, and (c) the carbon dioxide-oxygen cycle. Assessment tasks required students to draw three concept maps and respond to two essay questions. Results showed that concept maps and essay tasks lacked consistent exchangeability. Findings indicated low predictive validity between map scores and essay scores and, thus, maps should not be considered alternative content-area domain assessments.
Validity Evidence for a Computer-Based Alternate Assessment Instrument
Authors: Dyehouse Melissa A. , Bennett Deborah E.
Published: May 2008

This study investigated the validity of a statewide alternate assessment program, IASEP (Indiana Assessment System of Educational Proficiencies) by examining supporting profile patterns on the 100 core IASEP items of individuals with significant disabilities. Participants were 5,192 students ranging in age from 7-21 years with special education diagnoses of autism, mild cognitive disabilities, moderate cognitive disabilities, multiple disabilities, and severe cognitive disabilities. A profile analysis using a repeated-measures multivariate analysis of variance (MANOVA) was performed to examine profile patterns across the five disability groups and items in each domain. Results support existing profile patterns among disability groups, indicating that IASEP can be used as a model for an alternate assessment instrument.
Validation of Large-Scale Alternate Assessment Systems and Their Influence on Instruction —What Are the Consequences?
Authors: Towles-Reeves Elizabeth , Garrett Brent , Burdette Paula J. , Burdge Mike
Published: May 2008

In conjunction with the Individuals with Disabilities Education Act of 1997 (IDEA; PL 105-17), the No Child Left Behind Act of 2002 (NCLB; PL 107-110) calls for enhancements to existing assessment and accountability systems within specific timelines. The NCLB Act also stresses the importance of using reliable and valid data for decision making. This study examined the consequential validity of a large-scale alternate assessment system for students with severe cognitive disabilities in one midwestern state. Three hundred and four teachers completed a survey designed to measure their perceptions of the alternate assessment's influence on instruction and the development of individualized education programs (IEPs). Findings indicated the assessment had a strong influence on instruction and a strong, but lesser influence on the development of IEPs.
The Convergent Validity of the Dynamic Indicators of Basic Early Literacy Skills and the Test of Word Reading Efficiency for the Beginning of First Grade
Authors: Hagan-Burke Shanna , Burke Mack D. , Crowder Clay
Published: May 2008

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a series of fluency-based measures designed to assess early literacy skills. These fluency-based measures function as predictors of future reading performance and target critical component skills required to learn to read. This study was conducted to establish the convergent validity of DIBELS with a standardized measure of phonological decoding ability and sight word reading fluency, the Test of Word Reading Efficiency (TOWRE) (Torgesen, Wagner, & Rashotte, 1997). The TOWRE has been shown to have sufficient reliability and validity as a measure of word reading ability (Torgesen et al., 1997). DIBELS and TOWRE subtests were administered to 202 first-grade students. Correlations were examined between scores on the DIBELS subtests of Letter Naming Fluency, Phoneme Segmentation Fluency, Nonsense Word Fluency, and Word Use Fluency with the TOWRE subtests of Phonetic Decoding Efficacy and Sight Words. The DIBELS Nonsense Word Fluency measure was found to have the strongest association with both the TOWRE Phonetic Decoding Efficacy and Sight Word subtests.
Monitoring the Reading Progress of Secondary-Level English Learners: Technical Features of Oral Reading and Maze Tasks
Authors: McMaster Kristen L. , Wayman Miya Miura , Cao Marisa
Published: May 2008

The purpose of this study was to examine the alternate-form reliability, criterion validity, and sensitivity of progress-monitoring measures in reading for secondary-level English Learners (ELs). Twenty-five ELs in an urban high school were administered two types of Curriculum-Based Measures (CBM) once every 3 weeks for 13 weeks. Measures included 2-min timed maze tasks and 1-min timed oral reading tasks drawn from 5th-grade level passages. Both types of measures produced scores with strong alternate-form reliability, were stable over time, and correlated moderately to strongly with measures of academic language proficiency, word-level reading, fluency, and comprehension. The measures also showed statistically significant growth over time, but standard errors of estimate indicated substantial intraindividual instability across CBM administrations. Findings indicate that maze and oral reading CBM show promise for monitoring reading progress of ELs. Implications for further research and practice are discussed.
The Growing Demand for Expertise in Assessment and Diverse Learners to inform Implementation of Large-Scale Accountability Systems
Authors: Bolt Sara E. , Quenemoen Rachel F.
Published: May 2008

Professionals with expertise in assessment and diverse learners are in demand to assist in developing and implementing large-scale assessment and accountability systems. This article highlights aspects of current federal legislation that pertain to the development of these systems, describes the areas of expertise and unique perspectives of educational diagnosticians, school psychologists, and special educators that can be used to inform best practice, and emphasizes where additional training is needed to assist educational personnel in taking on new roles. Given the enormous impact that these systems are likely to have on educational agencies, it is argued that individuals with assessment skills and diverse learner expertise must take an active role to ensure the best possible outcomes for all students as these systems are implemented.
Researching the Study Abroad Experience
Authors: McLeod Mark , Wainwright Philip
Published: May 2008

The authors propose a paradigm for rigorous scientific assessment of study abroad programs, with the focus being on how study abroad experiences affect psychological constructs as opposed to looking solely at study-abroad-related outcomes. Social learning theory is used as a possible theoretical basis for making testable hypotheses and guiding potential research projects.
American Indian Disability Legislation and Programs
Authors: Fowler LaDonna , Seekins Tom , Dwyer Kathy , Duffy Susan W. , Brod Rodney L. , Locust Carol
Published: May 2008

American Indian tribes are sovereign nations, and, like most U.S. civil rights legislation, the Americans with Disabilities Act of 1990 therefore specif ically excluded reservations from its coverage. As a result, little is known about the status of disability policies among Indian nations. American Indian tribes were surveyed to collect information about issues related to disability legislation, to learn whether the tribe had developed written legislation or policy pertaining to disability issues, to discover the availability of and accessibility to tribal programs for individuals with disabilities, and to ascertain the views of tribal leaders about disability issues. Questionnaires were sent to a random sample of 192 tribes from the 48 contiguous states and 142 Alaska Native villages. One hundred twelve (58%) surveys from the lower 48 states and 31 (22%) from Alaska were completed and returned. Only 6% of the respondents indicated that their tribal governments were very familiar with major disability legislation. Seventy-four percent of respondents from the 48 contiguous states and 58% of respondents reported that their tribal government would be interested in initiating a process to establish disability legislation within their tribe. As many tribes are poor and cannot afford the investment needed for disability planning and programs, these findings suggest the need for coordinated federal support to achieve that goal. Results are discussed in terms of the status of disability policy, programs, and services among tribal and Alaska Native governments.
Democratizing Disability Inquiry
Authors: Kliewer Christopher , Biklen Douglas
Published: May 2008

The advent of the disability rights movement poses what some suggest to be a conundrum for disability researchers concerned with issues of community and education services, supports, and policy: Have we, in fact, now entered a brave new world of policy decisions based not on detached science but on the impulsive desires of a decidedly ideological collective? In response, we offer an analysis of two related policy debates, deinstitutionalization and school inclusion. We then apply lessons derived from both controversies to suggest a framework of participatory democracy for proceeding with inquiry at a time when people with disabilities are demanding that their voices be heard in research and policy discussions. This charge to mandate or demand is arising on a multitude of contested fronts, including debates over the use of aversives, access to literacy instruction, and—quite prominently—access to facilitated communication training.
Assessing the Geographic Distribution of Centers for Independent Living Across Urban and Rural Areas
Authors: Innes Bill , Enders Alexandra , Seekins Tom , Merritt Dustin J. , Kirshenbaum Ari , Arnold Nancy
Published: May 2008

Centers for Independent Living (CILs) have emerged as a significant source of services, supports, and advocacy for people with disabilities in the United States. Since 1978, the federal government has funded an increasing number of CILs around the nation to provide services to and advocate for people with disabilities. Others have been created with state and local funding. No data have been collected to assess the extent of CIL expansion, however. We identified 336 CILs and estimated that these centers operate 253 subordinate sites. We conducted a survey of a random sample of 62 CILs to assess the geographic areas they served and the extent of their service. Results suggested that CIL services are provided to more than 212,000 individuals living in 60% of the nation's 3,141 counties. Data show, however, that residents of nonmetropolitan (rural) counties are far less likely to receive direct services from a CIL than their urban counterparts. CILs reported a median annual budget of $327,691; they allocated 54% of their resources to direct services and 27% to community advocacy. We estimate that an additional $71.5 million will be needed to achieve universal access to CIL services. Results are discussed in terms of the rural population of people with disabilities as representing a traditionally underserved group, and the need to expand CIL services to provide more equitable access for currently unserved and underserved U.S. populations.
Abuse and Neglect of Individuals with Disabilities
Authors: Mitchell Linda M. , Buchele-Ash Amy
Published: May 2008

Whether young or old, individuals with disabilities are at increased risk for abuse and neglect when compared to the rates for individuals without disabilities. Reducing that risk is the responsibility of us all: families, servicing agencies, forensic personnel, legislators, the individuals with disabilities themselves, and others. However, policymakers carry a larger part of the responsibility to protect people with disabilities from harm because they enact the laws for all other stakeholders to follow. Those of us who influence policymakers must provide them with the information needed so legislation can be enacted that provides adequate protection for all individuals. This article provides information to advocates for individuals with disabilities regarding (a) recognition of the problem, (b) public policy's role in the protection of individuals with disabilities, and (c) how to influence policymakers to protect the most vulnerable.
Disability Policy
Authors: Scotch Richard K.
Published: May 2008

Despite recent advances, many people with disabilities remain socially and economically marginalized, a situation reinforced by assumptions about disability built into many public policies. Program eligibility may reflect the moral stigmatization of many disabling conditions or may assume that an individual either has a disability and is unable to work, or is able to work and therefore does not have a disability. Further, programs define disability solely in terms of individual impairment rather than the capacity of social environments to accommodate human variation, and they typically disregard the tremendous variability in disability and its consequences.
Civil Rights and Employment Issues of Disability Policy
Authors: Bruyère Susanne M.
Published: May 2008

The purpose of this article is to provide an analysis of the role and effectiveness of civil rights legislation in enhancing the employment status of persons with disabilities. The areas for discussion are as follows: backlash to the Americans with Disabilities Act (ADA) and related civil rights initiatives; similarities and differences between the ADA and the civil rights legislation for other protected populations ; civil rights protection as a part of employment policy; civil rights protection and workforce development policy for persons with disabilities; whether civil rights and affirmative action policies for persons with disabilities have outlived their utility; and future trends and issues surrounding the ADA.
Disability Policy and Politics
Authors: Longmore Paul K.
Published: May 2008

This historical case study of the League of the Physically Handicapped, a disability-rights activist group in Depression-era New York City, examines some of the ways in which people with disabilities have contested and endeavored to alter the public policies and social values that have affected their social identities and social careers. It also explores the interconnections among policies, values, and disabled and nondisabled identities. In addition, it suggests that there may have been an implicit disability-based political tradition.
Your Experience Is Not My Experience
Authors: Devlieger Patrick J. , Albrecht Gary L.
Published: May 2008

Central to the field of disability studies is the concept of disability culture, because it provides a sense of cohesion for persons with disabilities and helps to explain their identity, place in the world, and management strategies. Discussions of disability culture generally focus on shared experiences, values, and relationships to the environment. An implicit assumption in many analyses is that disability cul. ture is common to all people with disabilities and is experienced in a similar way. The authors of this paper analyzed the contextualized life stories of four African Americans with disabilities in Chicago in order to explore their disability experiences, their ideas about disability and disability culture, and the relevance of and possible participation in the disability community. None of these individuals embraced the idea of disability culture, nor did they participate in the disability community. Instead, they responded to their own inner city context and culture, which is defined by poverty, racism, danger, drug use, unemployment, and poor medical services. Their "culture of persecution," which is widely spread and expressed in different ways, deals with concerns other than disability, such as day-to-day survival. For inner-city African Americans, the concept of disability has some similarities to—but is essentially different in meaning, consequences, and life expression from—that of other groups of people with disabilities, such as those from different racelethnic backgrounds or social status. The implications of these findings for future research, service interventions, and social policy are also explored.
Implications of Consumer Direction for Disability Policy Development and Rehabilitation Service Delivery
Authors: Kosciulek John F.
Published: May 2008

People with disabilities too often are denied the opportunity to exercise control over the most basic aspects of daily life. Consumer direction (CD) is a philosophy and an orientation whereby informed consumers have control over the policies and practices that directly affect their lives. It is a mechanism by which individuals with disabilities can develop the skills to take control of their lives and their environment. The primary tenet of this paper is that increased CD in disability policy development and rehabilitation service delivery will lead to increased community integration, empowerment, and quality of life for people with disabilities. In this paper, the concept is presented as a guide for disability policy development and rehabilitation service delivery. Consumer choice, the current status of people with disabilities in U.S. society, and the need for CD are discussed. An overview and definition of CD are presented, and the underlying assumptions are described. A conceptual framework, issues surrounding measurement and operationalization, and five examples of CD are presented. Finally, the implications of CD relative to consumer and service provider roles, the empowerment of people with disabilities, and potential benefits are discussed.
The 1997 Reauthorization of the Individuals with Disabilities Education Act
Authors: Harr Jenifer J.
Published: May 2008

As national politics and the administration of policy become more complex and intertwined, the power of the federal bureaucracy has expanded in the area of policy-making, despite its lack of constitutional basis. This paper explores how a federal agency came to play a role in the national policy-making process, by following the initial efforts of the U.S. Department of Education in developing a reauthorization proposal for the Individuals with Disabilities Education Act, from its conception to the time the proposal was submitted to Congress in 1995. The federal bureaucracy's involvement comprised taking the initiative to make changes, seeking the input of various affected groups and professionals, and allowing for public participation to supplement the staff's own expertise.
Responding to the Disparities Between Disability Research and Aging Research
Authors: Kennedy Jae
Published: May 2008

Despite the concentration of impairment and disability in older populations, disability studies and gerontology have emerged as distinct fields, with clear disparities in professional cultures, institutional environments, and economic resources. This commentary delineates these disparities and discusses three possible responses by the disability research community: emulation ( using gerontology as a benchmark for the field of disability research), collaboration (working with gerontologists on research and policy initiatives), and revolution (challenging the tripartition of the life course).
From Bridges to Beyond
Authors: Cimera Robert E.
Published: May 2008

Special education, as with most fields of study, is in a constant state of flux. This paper explores the changes that special education will likely experience during the 21st century. Specifically, the possible evolution in how transition will be viewed as well as implications for practice are discussed.
Personnel Qualifications in Special Education
Authors: Porter Lance J.
Published: May 2008

Chronic shortages of qualified personnel have been a persistent challenge in special education. Recent amendments to IDEA that emphasize participation and progress in the general education curriculum for students with disabilities along with state initiatives to improve educational outcomes are likely to exacerbate this challenge. This article addresses legal and practice considerations in this area. The au thor recommends the expanded use of a state comprehensive system for personnel development along with the need for credential uniformity across the states as viable means to address the quality of special education personnel.
Reform or Retrenchment
Authors: Rylance Billie Jo
Published: May 2008

This article traces the history of supplemental security income (SSI) as it relates to children with disabilities. From the passage of the Supplemental Social Security Income Act in 1972, through the Zebley ruling, to the passage of the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 (P. L. 104-193) this article provides a brief description of legislative changes and judicial decisions in light of public and political opinions. Using descriptive statistics, the article specifically examines the impact of P. L. 104-193 and concomitant redetermination proceedings. Results indicate that the law reduced the number of children receiving SSI. Some children lost their benefits, and fewer new applicants qualified to receive support. Finally, the severity of a child's disability played a greater role under the new law than did the type of disability.
Persons with Disabilities at Work
Authors: Berkowitz Monroe , O'Leary Paul K.
Published: May 2008

This article supplements the current literature on employment of persons with disabilities. Our data are derived from a survey of employees with disabilities at the place of their employment. More than three-quarters of the employees of the 12 gaming casinos in Atlantic City responded to a survey that inquired about their demographic characteristics, their medical conditions, and whether they were limited in the amount or kind of work they could do at their jobs. More than 8% of the employees were classified as disabled, twice the number of those with disabilities in the labor force in the state. Findings from the survey indicate that casinos differ in their employment of persons with disabilities. Some of these differences can be attributed to observable differences among the casinos in the composition of their work force (including age, gender, and education), whereas other differences can be attributed to differences in the composition of casino jobs. After incorporating such observed differences, remaining differences in employment of persons with disabilities are attributed to formal and informal disability employment policies and practices. On the basis of estimates of the magnitude of these policy differences, we determine that if all casinos could be brought to the level of the best casino, 1,223 more persons with disabilities would be employed in the industry. Further research is discussed to determine reasons for the differences among casinos.
Applying Independent Living Principles to State Health-Care Programs for People with Disabilities
Authors: Hanson Stuart P.
Published: May 2008

As states develop managed health-care plans for Medicaid beneficiaries with disabilities, it is important to clarify principles that should shape these programs from an independent living perspective. This article identifies principles used by the disability community in assessing health-care policy and applies them to six selected state health-care programs for Medicaid-eligible adults and children with disabilities. Results suggest that these programs have addressed many of the principles of the disabilities rights and independent living movement, with consumer control being the key to achieving greater comprehensiveness, equity, and efficiency and reducing discrimination. Results also indicate that trade-offs among independent living goals were driven by state policy mandates and cost savings goals. Incorporating measures of independent living principles in future research would help advocates, policymakers, and health-care planners understand the complex issues in delivering managed health-care services to people with disabilities.
Utilizing Co-Workers as "Natural Supports"
Authors: Evert Cimera Robert
Published: May 2008

The present study sought to determine whether involving nondisabled co-workers in the training of supported employees could increase (a) cost efficiency, (b) tenure, (c) job retention, (d) hours worked, and (e) gross wages. The present study also sought to determine whether co-worker involvement was related to the supported employee's (a) IQ, (b) level of mental retardation, (c) age, (d) gender, (e) ethnicity, and (f) number of disabilities. Co-worker involvement did not increase cost efficiency, although it appeared to increase the tenure by more than a year (12.36 months). No other employment outcomes were related to co-worker involvement, nor was co-worker involvement associated with any demographic variable investigated.
Exploring Personal Assistance Services for People with Psychiatric Disabilities
Authors: Pita Dianne Doyle , Langer Ellison Marsha , Farkas Marianne
Published: May 2008

This article explores the concept of personal assistant services (PAS) applied to people with psychiatric disabilities through a study of state policy, a secondary analysis of existing data on PAS for all disability populations, and a needs assessment conducted with consumers of mental health services. Findings indicate that some state programs include this population among the other disability groups or eligibility criteria used. Further, administrators tended to confuse PAS with rehabilitation and case management. A majority of consumers surveyed considered PAS to be potentially very helpful in their daily lives. They also valued having direct control over the assistant. The services they most frequently reported as needing included transportation, emotional support, help with negotiating social service agencies, and hands-on assistance with household needs. A unique agenda for psychiatric PAS calls for a combination of the delivery of the above services within a context of consumer control.
Raising the Academic Standards Bar
Authors: Giacobbe Alice C. , Livers Allan F. , Thayer-Smith Roberta , Walther-Thomas Chriss
Published: May 2008

In the past decade, 49 states have adopted rigorous curriculum standards. This has resulted in a significant impact on special education policy and practice. A research team consisting of 12 doctoral students and a faculty advisor at the College of William and Mary in Williamsburg, Virginia, reviewed published state standards, primary assessment procedures, and provisions related to participation by students with disabilities, to determine answers to six questions: (a) Have states adopted standards assessment criteria? (b) Are states using performance rewards and sanctions to motivate educators and students? (c) Do states require all students with disabilities to participate in the state assessment process? (d) Have states developed policies regarding testing accommodations for students with disabilities? (e) Do states link assessment performance to high school graduation? (f) How are states approaching alternate assessments? Research across states found differences in the ways in which assessment issues are being addressed and the potential impact that these policies will have on educational opportunities for students with disabilities.
From Pathology to Power
Authors: Block Pamela , Balcazar Fabricio , Keys Christopher
Published: May 2008

This paper explores the evolution of ideologies of race, poverty, and disability. Three models, identified as biological, cultural, and minority-group, are discussed. Throughout the twentieth century, biological and cultural models presented images of race, class, and disability in terms of deficiency and dependence. Biological models represented some minority groups as genetically inferior. Cultural models represented low-income minorities as trapped in an inescapable cycle of poverty. Both models represented minorities with disabilities as social victims or social threats or both. In contrast, the minority group model presents social and environmental explanations for continued economic disparity. However, this model does not adequately meet the needs of people of color with disabilities. Typically, disability is not included in theoretical formulations of race and class, whereas disability studies does not sufficiently consider the significance of racial, ethnic, and class differences. This paper presents an empowerment framework for considering the interrelation of race, class, and disability within the minority-group model of disability.
Encouraging Inquiry
Authors: Rice Nancy
Published: May 2008

This qualitative study explores individuals' perspectives regarding what they believe sustained the use of facilitated communication (FC), a controversial augmentative and alternative communication (AAC) method, in their place of work during the past 8 years. It was found that personal experiences with the method challenged mental models (Senge, 1994) of disability constructs, allowing for further exploration of the method in collaborative work groups. Administrative support and individual and organizational histories were also elements that supported use of FC. The author contends that a complex and individualized method such as FC thrives in an environment that supports and encourages professional inquiry.
Attitudes Toward Disabilities
Authors: Hahn Harlan
Published: May 2008

This research note explores the difficulties and importance of obtaining research data on attitudes of disability-rights activists. Remarkably little research has been done on the attitudes that people with disabilities have about their disabilities. This is especially interesting in light of the development and formation of the disability-rights movement and the minority-group perspective about disability. This article discusses the methodological and pragmatic complexities and concerns in obtaining data from people with disabilities who participated in Americans Disabled for Assistance Programs Today (ADAPT) social action events. ADAPT members are one of the groups most highly associated with identity politics of the disability-rights movement; they are also extremely mistrustful of outsiders who they fear may be interested in disrupting their activities. The authors discuss how sufficient trust and engagement was achieved to carry out this study without compromising sound research principles. Some findings are also reported. These results suggest that this group of people with disabilities identifies closely with their disabilities and seems to adhere to a minority-group perspective. Many identified so closely with their disabilities at a personal level that they indicated that they would not choose to be cured even if this were "magically" possible.
What the Nazi "Euthanasia Program" Can Tell Us About Disability Oppression
Authors: Gallagher Hugh
Published: May 2008

Under the T 4 Euthanasie program of Nazi Germany, people with physical and mental disabilities were put to death against their will by their physicians. These individuals were oppressed in every sense of the word. They had no constitutional rights to protect their lives and their liberty. They had no statutory rights to protect them from discrimination and ensure their personal autonomy. They had no disability rights/independent living movement to secure such rights and no guarantee that such rights were enforced. Their horrible oppression is not comparable to the situation of people with disabilities in the United States.
The New Paternalism
Authors: Batavia Andrew I.
Published: May 2008

The contention by some disability rights advocates that people with disabilities are an oppressed minority must be subject to academic scrutiny. Certainly, people with different impairments and functional limitations have been subject to a history of discrimination, much of which has been state supported. Yet, this does not mean that the entire disabled population is now and will forever be an oppressed minority. This article examines the concept of "oppression" as it may apply to Americans with disabilities at the beginning of the 21st century. Although some may still be characterized as oppressed, this term does not accurately apply to the majority of people with disabilities in the United States at this time in history. This article considers the negative implications of a disability rights strategy based in part on the characterization of people with disabilities as an oppressed minority and concludes that this approach is inconsistent with the antipaternalistic philosophical roots of the disability rights/ independent living movement.
Assessing Scientific Measures of Disability
Authors: Hahn Harlan , Pool Hegamin Angela
Published: May 2008

In recent years, there has been an intense drive to promote quantitative measures of disability. Despite evidence demonstrating the existence of social and political dimensions of disability, medical definitions, emphasizing individual functional capacity, have tended to prevail. The present article reviews and critiques existing and emerging disability measures and discusses methodological alternatives based on the life experiences of disabled people as a strategy for improving the scientific measurement of disability.
The Core Concepts of Disability Policy Affecting Families Who Have Children with Disabilities
Authors: Rutherford Turnbull H. , Beegle Gwen , Stowe Matthew J.
Published: May 2008

This article reports the research that resulted in the authors' identifying 18 core concepts of policy affecting families who have children with disabilities. It sets out the research methodology; defines the 18 core concepts; distinguishes between policy that affects primarily individuals with disabilities on the one hand and policy that affects the families of children with disabilities on the other hand; and deliberately does not discuss generic "family policy," even though families affected by disability are also influenced by that body of policy.
Five Models for Thinking About Disability
Authors: Rutherford Turnbull H. , Stowe Matthew J.
Published: May 2008

This article advances five models for thinking about disability. Each has various degrees of relevance to policy, and each reflects various disciplines that affect policy. The article defines each model, indicates the disciplines or other sources of the model, and demonstrates the relevance of each to policy. The five models are Human Capacity, Public Studies, Cultural Studies, Ethical and Philosophical Studies, and Technology Studies.
Tools for Analyzing Policy "on the Books" and Policy "on the Streets"
Authors: Stowe Matthew J. , Rutherford Turnbull H.
Published: May 2008

This article describes a process for developing tools for analyzing policy. There are four sets of tools: (1) tools to analyze policy "on the books"—that is, to analyze statutes, court decisions, and other policy documents for their coherence with the core concepts; (2) tools to analyze policy "on the street"—that is, to analyze how executive agencies implement the core concepts; (3) tools to determine whether a policy is appropriate to reflect one or more of the core concepts; and (4) tools to connect core concepts to practice and then to quality-of-life outcomes for families.
"Successful Aging:"
Authors: Minkler Meredith , Fadem Pamela
Published: May 2008

This article examines the "successful aging" paradigm in gerontology and the problems it poses when applied to the growing population of people who are aging with substantial physical disabilities. We review Rowe and Kahn's (1998) three characteristics of successful aging-low probability of disease and disease-related disability, high cognitive and physical functioning, and active engagement with life-and explore their relevance and limitations when applied to people with disabilities. We demonstrate how both the term successful aging and its specific dimensions can serve to further stigmatize and marginalize people who, by virtue of their disabilities, may not meet narrowly defined criteria for "aging well." The article concludes by arguing for models that accent a broader ecological approach, one that stresses environmental accommodations and policy changes, and acknowledges that gains as well as losses are a critical part of the aging process. Implications for research, policy, and practice are discussed.
State Rehabilitation Agencies, Aging with Disability, and Technology
Authors: Sheets Debra J. , Liebig Phoebe S. , Campbell Margaret L.
Published: May 2008

Recent federal and state laws have required state rehabilitation programs and Tech Act programs (TAPs) to improve the access of persons with disabilities to assistive technology (AT) and home modifications (HM). A national survey of all 81 state rehabilitation programs, conducted in 1997 and 1998, examined the extent to which state rehabilitation agencies provided services to middle age (51 years-64 years) and older (65 years and older) clients, agency staff awareness of the aging of the disability population, and agency capacity to provide access to AT/HM for persons with disabilities who are older. Findings indicated that agencies for the blind or visually impaired (BVIs) served significantly more middle age and older persons, were more aware of aging, and provided greater access to AT/HM than did rehabilitation agencies (RAs). In addition, RAs having TAPs within their agency were more aware of aging, provided more staff training on aging, and collected more data on middle age and older clients than did RAs without TAPs. These results point to the need for more counselor training in the areas of technology and aging, areas in which the TAPs and the network of agencies dealing with aging issues can play a major role. To meet the challenges of an aging population, rehabilitation agencies may also need a mandate that makes independent living a valued outcome in and of itself. Finally, agencies need more AT/HM funding so they can address the growing population of middle age and older persons with disabilities.
Aging with Disability and Disability with Aging
Authors: Verbrugge Lois M. , Yang Li-shou
Published: May 2008

People with early-onset disabilities are said to "age with disability," while those with mid- or late-life onsets are said to have "disability with aging." This is stereotypic since disability and aging are processes that interleave across the whole life course. We show this empirically by studying duration of disabilities by age in the U.S. community-dwelling adult population. To see how persons with childhood-onset disabilities and persons with adulthood-onset differ, we compare their sociodemographic, health, disability, and social participation characteristics. The data source is the National Health Interview Survey Disability Supplement. Results showed that most persons with a disability are older and have . had recent onsets, but some persons with childhood onsets have entered middle and older ages. The greatest diversity of disability experience is at the middle ages. People with childhood-onset disabilities have more disabilities than those with adulthood-onset disabilities, but their social role participation is similar or even higher. For both groups, poor overall health is the main factor that reduces social participation. Service providers must expect to find many commonalities among persons with disabilities of all ages while being attentive to psychosocial differences that may spring from childhood-onset versus adulthood-onset disabilities.
Controlling for Environment and Perceptions in Studies of Behavior of People with Developmental Disabilities
Authors: Bell Patricia A. , Eells Elizabeth Howard , Dodder Richard A.
Published: May 2008

This article examines definitions and perceptions of problematic behavior and negative labeling by persons employed in residential facilities for persons with developmental disabilities. The research is particularly concerned with perceptions of challenging behaviors across residential settings and whether individuals are differentially labeled as problematic as a function of factors other than behavior. Using 16 challenging behavior items revised (Fullerton, Douglass, & Dodder, 1999) from the Adaptive Behavior Scale (Nihira, Foster, Shellhaas, & Leland, 1974), this research analyzed the extent to which caregivers in institutions viewed challenging behaviors similarly to caregivers in community settings. Results suggest that although caregivers working in institutions may view challenging behaviors as less problematic than caregivers in the community, they vary on the degree to which the behavior is perceived to be problematic. Because caregivers usually provide the research data about individuals with developmental disabilities, the discussion suggests that studies addressing behavior abilities need to consider variation in perceptions and the resulting impact upon the data.
The Impact of External Funding on Independent Living Centers and Their Organizational Partners
Authors: Douglass Carolinda , Benjamin A.E. , Jans Lita , Stoddard Susan
Published: May 2008

This article describes a longitudinal case study of 11 independent living centers (ILCs) that received funding in the early 1990s from the Robert Wood Johnson Foundation for the purpose of improving service systems for people with disabilities. The article examines the changes that occurred in the organizational networks of each of the 11 ILCs over the funding period. Changes in specific organizational partners, exchanges of resources between the ILCs and their partners, and perceptions of the ILCs by their partners are analyzed. Particular attention is given to changes in partnerships related to health-care and revenue-generating activities. These issues are addressed in an effort to understand (a) in what ways the conventional ILC model might be challenged by the influx of external funding and (b) how the 11 ILCs managed to adapt to the funding in a manner that was conducive to their philosophies and missions.
The Impact of Managed Care on Efforts to Prevent Development of Serious Emotional Disturbance in Young Children
Authors: Hocutt Anne M. , McKinney James D. , Montague Marjorie
Published: May 2008

The purpose of this article is to present selected findings from a case study of systemic facilitators of, and barriers to, full implementation of Project Success. This project was designed to prevent the development of serious emotional disturbance (SED) in at-risk children in the early elementary grades. The project involved (1) an intervention composed of classroom interventions, use of multiple services located on school grounds, and provision of case management services to the children and their families; and (2) a qualitative case study of systemic facilitators and barriers regarding implementation of the intervention. This article focuses on the second component, specifically on how and why the move toward managed care in provision of mental health services in general and in the Medicaid program in particular frustrated efforts to prevent the development of SED in young children with existing emotional and behavioral problems.