Patterns in the Identification of and Outcomes for Children and Youth With Disabilities

Neurodevelopmental Outcomes in Children with PHACE Syndrome

“…Finally, 79% of the children evaluated in this study had received or were receiving early intervention services. In comparison, data from the U.S. Department of Education show that only 2.4% of infants and toddlers and 5.8% of preschoolers in the general population were newly identified or continuing to receive early intervention and special education services . It is possible that, because the children in this study had frequent interactions with medical providers for PHACE‐related problems, they were referred early for therapies and any neurodevelopmental deficits may have been addressed and treated.…”

The Role of Parental Expectations on Career Development of Youths with Intellectual Disabilities in Selected Skills Training Institutions in Zambia

“…Families that can afford post-secondary education are more likely to hold high expectations for their children in turn affecting career development. In addition, these two factors each have systematic and significant relationships with the academic performance of students with disabilities (Blackorby et al, 2010). Similarly, earlier research by Newman (2005) found that parents of children with disabilities from low income households held significantly lower expectations than high income parents for their child"s educational and occupational attainment negatively affecting career development.…”

Delinquency Among Adolescents with Disabilities

“…For example, previous research suggests that economic and parental resources (Hirschi 1969; Sampson and Laub 1994), exposure to delinquent or prosocial peers (Moffitt 1997; Piquero et al 2005), and school engagement (Piquero et al 2005; Thaxton and Agnew 2004; Maguin and Loeber 1996) are associated with the likelihood of engaging in delinquent acts. However—compared with adolescents without disabilities—adolescents with disabilities are more likely to grow up in households that are in poverty (Fujiura and Yamaki 2000; Parish et al 2008), may have greater difficulty developing positive social interactions with their age peers (Guralnick and Groom 1987; Bullis et al 1993; Guralnick et al 1996; McConnell and Odom 1999; Coster and Haltiwanger 2004), and often have lower school achievement and teacher attachment (Blackorby et al 2010; Needham et al 2004). Unfortunately, neither the NLSY97—nor any other nationally representative survey that we are aware of in the United States—contains time-varying information on disability, delinquency, and the potentially mediating factors of familial resources, peer influence, and school engagement.…”

“…Adolescents with certain types of disabilities are at greater risk of committing delinquent acts than adolescents without disabilities. These adolescents are also at risk of lower school performance and poorer family and peer relationships (McConnell and Odom 1999; Coster and Haltiwanger 2004; Hogan et al 2007; Blackorby et al 2010). Therefore, intervention programs that take a multi-systems approach such that positive family, school, and community interaction accumulate to buffer against delinquency (Zigler et al 1992; Yoshikawa 1994; Eddy et al 2000) may be most effective.…”