Integrated Visual Supports in a School-Based Microenterprise for Students With Intellectual Disabilities

2018 ◽  
Vol 42 (2) ◽  
pp. 128-134 ◽  
Author(s):  
C. J. Fields ◽  
MaryAnn Demchak
Keyword(s):  
High School ◽  
Developmental Disabilities ◽  
Digital Literacy ◽  
Vocational Training ◽  
Integrated System ◽  
Intellectual And Developmental Disabilities ◽  
Visual Supports ◽  
School Based ◽  
Workplace Setting ◽  
Training Opportunities

School-based microenterprises and vocational training opportunities represent an effective approach to developing transferable vocational skills in students with intellectual and developmental disabilities. The authors describe the implementation of an online, school-based microenterprise at a rural high school that emphasizes functional digital literacy and uses an integrated system of visual supports to increase the autonomy of students with intellectual and developmental disabilities in a workplace setting.

Virtual Reality Exercise Games for High School Students With Intellectual and Developmental Disabilities

2019 ◽  
Vol 35 (2) ◽  
pp. 87-96 ◽  
Author(s):  
Don D. McMahon ◽  
Brenda Barrio ◽  
Amanda K. McMahon ◽  
Kristen Tutt ◽  
Jonah Firestone
Keyword(s):  
Physical Activity ◽  
High School ◽  
Virtual Reality ◽  
High School Students ◽  
Developmental Disabilities ◽  
Intellectual And Developmental Disabilities ◽  
School Students ◽  
Design Data ◽  
Health Related ◽  
The Individual

Individuals with intellectual and developmental disabilities (IDD) are at greater risk of health-related issues due to obesity and lack of physical activity. This study examined using virtual reality (VR) exergaming to increase the physical activity of high school students with IDD. Four students participated in this multiple probe across participants design. Data were collected on each student’s total amount of time engaged in exercise and heart rate. Results indicate that all students increased the duration and intensity of their physical activity when using the VR exercise gaming (exergaming) intervention. The VR exergaming intervention increased the duration and intensity of the students’ exercise sessions. Results are discussed in terms of applying VR and other emerging technologies to support the exercise health needs of the individual in the study.

Revealing the training on intellectual and developmental disabilities among forensic mental health professionals: a survey report

2017 ◽  
Vol 8 (4) ◽  
pp. 176-187 ◽  
Author(s):  
Jennifer C. Sarrett
Keyword(s):  
Mental Health ◽  
Criminal Justice ◽  
Developmental Disabilities ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Intellectual And Developmental Disabilities ◽  
Forensic Mental Health ◽  
Content Type ◽  
The Usa ◽  
Training Opportunities

Purpose The purpose of this paper is to assess the training forensic mental health professionals in the USA receive on intellectual and developmental disabilities (I/DD). Given the difficulties obtaining accurate prevalence rates of these disabilities in criminal justice settings, it is important to understand how these disabilities are being evaluated and the level of understanding about these disabilities evaluators hold. Design/methodology/approach An online survey was distributed to forensic mental health professionals in the USA that included questions on training opportunities in graduate education, post-graduate forensic training, and professional training opportunities. Participants were also asked about their current work, how they assess I/DD, and their estimates on the percentage of cases they see with I/DD. Findings Respondents reported some training that focused heavily on assessment methods. Most respondents estimated between 5 and 25 percent of their cases involving I/DD and reported using a wide range of assessment methods. Finally, many respondents reporting more training needed in this area. Practical implications More training is needed for forensic mental health professionals on identifying I/DD. Additionally, professional guidelines on what tools and methods to rely on to identify these disabilities is paramount to ensure homogeneity of methods and, thus, better estimates of overall prevalence in criminal justice settings. Originality/value This is the first assessment focused on how forensic mental health professionals are trained to identify I/DD and can be used to improve identification of I/DD in forensic settings.

Interactions of High School Students With Intellectual and Developmental Disabilities in Inclusive Classrooms

2019 ◽  
Vol 57 (4) ◽  
pp. 307-322 ◽  
Author(s):  
Yun-Ching Chung ◽  
Karen H. Douglas ◽  
Virginia L. Walker ◽  
Rachel L. Wells
Keyword(s):  
High School ◽  
High School Students ◽  
Developmental Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
School Students ◽  
General Educator ◽  
Class Period

Abstract As inclusive opportunities increase for students with disabilities, additional research is needed to examine high school students' classroom interactions. This descriptive study explores the nature of the social interactions of 10 high school students with intellectual and developmental disabilities (IDD) in the general education classroom. Findings from our observations indicated that students with IDD interacted with peers during approximately one out of every four minutes and interacted with the general educator during one out of every 10 minutes, less than their peer comparisons' interactions with peers and teachers. Students with IDD were present (M = 89.9%) and in proximity to peers (M = 71.7%) during the majority of the class period. We discuss additional results along with practical implications, limitations, and future research directions.

Enhancing classroom participation of students with intellectual and developmental disabilities

2016 ◽  
Vol 84 (2) ◽  
pp. 76-86 ◽  
Author(s):  
Efrat Selanikyo ◽  
Shira Yalon-Chamovitz ◽  
Naomi Weintraub
Keyword(s):  
Developmental Disabilities ◽  
Intervention Program ◽  
Classroom Participation ◽  
Intellectual And Developmental Disabilities ◽  
Intervention Model ◽  
Collaborative Consultation ◽  
Multidisciplinary Intervention ◽  
Service Group ◽  
School Based ◽  
Consultation Intervention

Background. Students with intellectual and developmental disabilities (IDD) have been found to participate less in school-based activities. Purpose. This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD. Method. The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). Students were 8 to 20 years old. The programs aimed to enhance three classroom participation components: communicating, choosing, and initiating. Findings. The Co-PID was found to significantly improve students’ participation in all areas, whereas the participation of the students in the in-service group decreased. Implications. A school-based multidisciplinary intervention program for students with IDD, combining in-service and collaborative consultation (e.g., Co-PID), may assist in enhancing classroom participation among students with IDD.

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