Community Participation, Supports, and Barriers of School-Age Children With and Without Disabilities

Bedell, Gary; Coster, Wendy J.; Law, Mary; Liljenquist, Kendra; Kao, Ying-Chia; Teplicky, Rachel; Anaby, Dana; Khetani, Mary

doi:10.1016/j.apmr.2012.09.024

Cited by 204 publications

(219 citation statements)

References 39 publications

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“…Considering these individuals often report decreased rates of social participation and employment (Bedell et al, 2013;Harris Interactive, 2010;Shattuck, Orsmond, Wagner, & Cooper, 2011), the potential benefits of mentoring could be particularly salient for this population. A few studies have examined the impact of peers with DD and showed these individuals were successful as peer tutors in promoting skill development (Bobroff & Sax, 2010;Hibbert, Kostinas, & Luiselli, 2002).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Self-Disclosure Process in Peer Mentoring Relationships for Transition-Age Youth With Developmental Disabilities

Ryan

Kramer

Cohn

2016

Intellectual and Developmental Disabilities

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Limited involvement of youth with developmental disabilities (DD) in mentoring programs has resulted in limited knowledge about the quality and impact of these relationships. The self-disclosure process has been identified as one factor impacting relationship development (Reis & Shaver, 1988). We proposed a theoretical model to examine the role of the self-disclosure process as a mechanism in peer mentoring relationship development for transition-age youth with DD by determining if selfdisclosure occurred, the type of information shared, how peer mentors responded, and if the process differed by perceived relationship quality. This retrospective, observational study purposefully selected nine peer mentoring dyads from a problem-solving intervention with a peer mentoring component to examine relationships judged by the researchers, peer mentors, and peer mentor supporters to be of variable quality (strong, moderate, weak), including 9 youth and 5 peer mentors with DD. Peer mentoring included 8 structured calls each with specific objectives. Phone call recordings were coded and dyads were grouped by perceived quality to determine how the self-disclosure process differed by relationship quality. The findings indicated self-disclosure occurred in each relationship at high rates (59%) and peer mentors responded to almost all selfdisclosures (98%). A higher quantity of self-disclosure and more frequent disclosure of vi emotions were found in relationships of higher quality. Peer mentors in higher quality relationships more frequently responded to self-disclosure with advice or their own selfdisclosure. Implications of findings and use of the self-disclosure process as a mechanism for promoting high quality peer mentoring relationships are discussed.

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Section: Introductionmentioning

confidence: 99%

Exploring the Self-Disclosure Process in Peer Mentoring Relationships for Transition-Age Youth With Developmental Disabilities

Ryan

Kramer

Cohn

2016

Intellectual and Developmental Disabilities

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“…Recevoir davantage d'informations ressort particulièrement, que ce soit à propos de l'enfant (diagnostic, soutien éducatif) ou des ressources disponibles (Pelchat et al, 2008 ;Resch et al, 2010 ;Deris, 2012 ;Bedell et al, 2013). Tout autant citée, l'aide financière et matérielle s'avère nécessaire pour les familles (Dionne et al, 2006 ;Resch et al, 2010 ;Deris, 2012 ;Bedell et al, 2013). Dans l'étude de Resch et de ses collaborateurs (2010), les parents signalent notamment les difficultés à inclure leur enfant dans les systèmes éducatifs et sociaux ainsi que la diminution du soutien des proches avec les années.…”

Section: Des Familles En Situation De Mobilitéunclassified

Les mesures de soutien privilégiées par les parents immigrants d’un enfant mineur qui présente des besoins spéciaux : une étude de la portée

Bétrisey

Tétreault

Piérart³

et al. 2015

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Dans un contexte migratoire, de nombreux défis se présentent aux parents d’un enfant ayant des besoins spéciaux. En première ligne, ils nécessitent un accès à des ressources de soutien afin de poursuivre une prise en charge optimale de l’enfant. Dans le but d’établir un état des lieux actualisé des connaissances préalables sur le recours aux services d’aide, une étude de la portée a été menée. À partir des bases de données interrogées, 20 écrits scientifiques ont été sélectionnés pour déterminer les types de services utilisés, les composantes qui modulent ce recours et l’évolution des attentes en mesures d’aide. Le soutien informationnel se révèle le plus présent dans les études. Parmi les facteurs modulant l’utilisation des ressources de soutien, les composantes communicationnelles et culturelles se distinguent par le nombre d’écrits dans lesquels elles ressortent. L’évolution du recours dans le temps reste peu documentée dans les études retenues. Le choix des parents concernant les modalités de soutien devrait être exploré davantage.In the context of immigration, there are numerous challenges facing families living with a child with special needs. First, they require access to support services in order to provide continued adequate care to the child. In order to establish an update of the background knowledge on the use of support measures, a scoping review was carried out. Twenty scientific studies were selected from database queries to determine the types of services used, the components modulating this use and the evolution of needs in assistance measures. Informational support is found to be the most present in the studies. Among the factors defining the use of support services, communication and cultural components are distinguished by the number of studies in which they stand out. According to the selected studies, there is little documentation on the evolution of assistance uptake through time. Parents’ choice of support modalities should be explored further

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“…Other environmental issues include accommodation strategies (e.g., ramps to enter buildings), treatment by therapists or educators, attitudes of educators, and, typically, developing relationships with peers in school settings. If unsupportive, these environmental factors can restrict children with disabilities from participating in everyday activities (Bedell et al, 2013). Such restrictions can also be a result of insufficient knowledge about pain management or how to cope with children with complex communication needs (Bornman & Donohue, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Professionals’ Perceptions about the Need for Pain Management Interventions for Children with Cerebral Palsy in South African School Settings

Nilsson

Johnson

Adolfsson

2016

Pain Management Nursing

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Background: Pain is common in children with cerebral palsy (CP) and may have negative consequences for children's success in their studies. Research has shown that pain in childhood negatively influences individuals' participation and quality of life in later years.Aim: This study investigated how professionals in South African school settings respond to children's need for pain management in an attempt to enable the children to be active participants in school activities, despite their pain. Design:The study was descriptive and followed a qualitative design, i.e. focus group interviews with semi structured questions and a conventional content analysis. Data, in terms of professional statements on the topic, were collected from five focus group sessions conducted during one week. Qualitative content analysis was used to analyze the data. Similar statements were combined, coded, and sorted into main categories and subcategories.Results: The analysis identified three main categories for pain management: environmental, treatment, and support strategies. In addition, four groups of statements emerged on how contextual factors might affect pain in children with CP and their participation in school settings.

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Community Participation, Supports, and Barriers of School-Age Children With and Without Disabilities

Cited by 204 publications

References 39 publications

Exploring the Self-Disclosure Process in Peer Mentoring Relationships for Transition-Age Youth With Developmental Disabilities

Exploring the Self-Disclosure Process in Peer Mentoring Relationships for Transition-Age Youth With Developmental Disabilities

Les mesures de soutien privilégiées par les parents immigrants d’un enfant mineur qui présente des besoins spéciaux : une étude de la portée

Professionals’ Perceptions about the Need for Pain Management Interventions for Children with Cerebral Palsy in South African School Settings

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