The Experts below are selected from a list of 80139 Experts worldwide ranked by ideXlab platform
Donna Spiker - One of the best experts on this subject based on the ideXlab platform.
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Supporting Young Children with Disabilities
The Future of Children, 2016Co-Authors: Kathleen Hebbeler, Donna SpikerAbstract:What do we know about young Children with delays and Disabilities, and how can we help them succeed in prekindergarten through third grade? To begin with, Kathleen Hebbeler and Donna Spiker write, identifying Children with delays and Disabilities to receive specialized services under the Individuals with Disabilities Education Act poses several challenges. First, even though eligibility is based on 14 disability categories listed in the law, each state determines its own criteria for those conditions. Second, young Children—especially those with Disabilities—are hard to assess. Third, deciding where to draw the line for eligibility along a continuum of functioning is a matter of policy rather than science. In recent decades, the authors note, the concept of disability has been moving away from a medical model that sees disability as an impairment that resides in the child and toward a framework that emphasizes Children’s functioning and interaction with their environments. The authors review effective ways to support development and learning among young Children with Disabilities, including language and social skills interventions, preschool curricula, instructional and other practices, and multi-tiered systems of support. Then they examine a critical policy issue: the inclusion of young Children with Disabilities in regular education classrooms. One critical finding is that high-quality instruction in general education classrooms is a major factor in good educational outcomes for Children with Disabilities, and for their successful inclusion from preschool to third grade. Moreover, improving the quality of general education benefits all Children, not just those with Disabilities. Hebbeler and Spiker also examine what we know about the transitions young Children with Disabilities make from one setting to another—for example, from prekindergarten to kindergarten. Here they conclude that we need far more research if we’re to understand what makes such transitions successful.
Susan L. Parish - One of the best experts on this subject based on the ideXlab platform.
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Food Insecurity in U.S. Households That Include Children with Disabilities
Exceptional Children, 2016Co-Authors: Rajan A. Sonik, Susan L. Parish, Subharati Ghosh, Leah IgdalskyAbstract:The authors examined food insecurity in households including Children with Disabilities, analyzing data from the 2004 and 2008 panels of the Survey of Income and Program Participation, which included 24,729 households with Children, 3,948 of which had Children with Disabilities. Logistic regression models were used to estimate the likelihood of food insecurity after adjusting for adult disability status, income, and other sociodemographic factors. Compared to other households with Children, those including Children with Disabilities were more likely to report household food insecurity of any kind, very low household food security, and child food insecurity. Families raising Children with Disabilities were also more likely to receive Supplemental Nutrition Assistance Program benefits. These results suggest that Children with Disabilities face an increased risk of experiencing food insecurity and that there is a pressing need to improve the safety net system for these Children.
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Material Hardship in U.S. Families Raising Children with Disabilities
Exceptional Children, 2008Co-Authors: Susan L. Parish, Roderick A. Rose, Michal Grinstein-weiss, Erica L. Richman, Megan E. AndrewsAbstract:Researchers analyzed the 2002 wave of the National Survey of America's Families, conducted by the Urban Institute and Child Trends, and examined material hardship in families raising Children with Disabilities. Measures of hardship included food insecurity, housing instability, health care access, and telephone disconnection. The research indicated that families of Children with Disabilities experienced significantly greater hardship than did other families. As family income rose above the federal poverty level, hardship declined sharply for families of Children without Disabilities but not for families raising Children with Disabilities. Thus, the U.S. federal poverty level was found to be a particularly poor predictor of hardship for families raising Children with Disabilities. Finally, among families of Children with Disabilities, single-mother and cohabiting-partner families particularly were at risk for experiencing severe hardship. This article also discusses policy and advocacy implications.
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Financial Well-Being of Young Children with Disabilities and Their Families
Social work, 2006Co-Authors: Susan L. Parish, Jennifer M. CloudAbstract:When disability is defined on the basis of functional limitations in mobility, self-care, communication, or learning, Children with Disabilities represent approximately 12.3 percent of the population of Children ages 5 to 17 in the United States (Hogan, Msall, Rogers, & Avery 1997) or approximately 6.55 million Children in 2000 (U.S. Census Bureau, 2006). Children with Disabilities are significantly more likely to live in poverty than other Children. Twenty-eight percent of Children with Disabilities lived in households with income below the federal poverty level compared with 16 percent of Children without Disabilities (Fujiura & Yamaki, 2000). The purpose of this article is to provide a critical review and analysis of the constellation of factors that affect the financial well-being of young Children with Disabilities and their families. Children with Disabilities are a significant proportion of the general child population, and social workers encounter these Children and their families across an array of practice domains, including health and mental health settings, schools, social services agencies, and the disability service system. Social workers who understand these families' circumstances can provide responsive services to this vulnerable population. For Children, generally, living in poverty is associated with a host of adverse consequences, including poor physical health, diminished cognitive abilities, emotional and behavioral problems, and reduced educational attainment (Brooks-Gunn & Duncan, 1997). But there is mounting concern that poverty has more deleterious effects for Children with Disabilities than it does for typically developing Children (Park, Turnbull, & Turnbull, 2002). The causes of increased poverty among Children with Disabilities are not well understood (Fujiura & Yamaki, 2000), but Children's financial well-being in the general population is directly related to parental employment (Lichter & Eggebeen, 1994). Parental employment is possible when an array of factors converge--available jobs, suitable and affordable child care, transportation, and sufficient skills and training to permit a parent to compete in the workforce. Among families with typically developing Children, these preconditions of employment are well documented and relatively well understood (Blau, 1998; Waldfogel, 1997). But how do these circumstances differ for families of Children with Disabilities? FACTORS THAT INFLUENCE FAMILIES' FINANCIAL WELL-BEING The following factors are associated with or influence families' financial well-being: the elevated costs of caregiving for Children with Disabilities, income transfer programs, employment for parents of Children with Disabilities, and its associated complements--child care and leave time (Ferber & Nelson, 1993; General Accounting Office [GAO], 1999; Waldfogel, 1997, 2001). Elevated Costs of Caregiving A limited number of empirical studies of the economic implications of having a child with Disabilities have explored the financial expenses associated with caregiving. Unfortunately, much of the research was conducted in the 1980s and early 1990s, and the costs of caregiving may be somewhat different today. However, the existing research provides a stark depiction of the underlying cost differences between raising Children with and without Disabilities. Researchers have attempted to estimate the incremental costs attributable to the care needs of Children with Disabilities, in excess of the care needs of Children without Disabilities of the same age (for example, Newachek & McManus, 1988). Other efforts have estimated out-of-pocket costs for Children with Disabilities or chronic health conditions (for example, Birenbaum, Guyot, & Cohen, 1990; Fujiura, Roccoforte, & Braddock, 1994). Both types of inquiries have found that families incur dramatic monetary costs to meet their Children's impairment-related expenses. …
Kathleen Hebbeler - One of the best experts on this subject based on the ideXlab platform.
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Supporting Young Children with Disabilities
The Future of Children, 2016Co-Authors: Kathleen Hebbeler, Donna SpikerAbstract:What do we know about young Children with delays and Disabilities, and how can we help them succeed in prekindergarten through third grade? To begin with, Kathleen Hebbeler and Donna Spiker write, identifying Children with delays and Disabilities to receive specialized services under the Individuals with Disabilities Education Act poses several challenges. First, even though eligibility is based on 14 disability categories listed in the law, each state determines its own criteria for those conditions. Second, young Children—especially those with Disabilities—are hard to assess. Third, deciding where to draw the line for eligibility along a continuum of functioning is a matter of policy rather than science. In recent decades, the authors note, the concept of disability has been moving away from a medical model that sees disability as an impairment that resides in the child and toward a framework that emphasizes Children’s functioning and interaction with their environments. The authors review effective ways to support development and learning among young Children with Disabilities, including language and social skills interventions, preschool curricula, instructional and other practices, and multi-tiered systems of support. Then they examine a critical policy issue: the inclusion of young Children with Disabilities in regular education classrooms. One critical finding is that high-quality instruction in general education classrooms is a major factor in good educational outcomes for Children with Disabilities, and for their successful inclusion from preschool to third grade. Moreover, improving the quality of general education benefits all Children, not just those with Disabilities. Hebbeler and Spiker also examine what we know about the transitions young Children with Disabilities make from one setting to another—for example, from prekindergarten to kindergarten. Here they conclude that we need far more research if we’re to understand what makes such transitions successful.
Sara Movahedazarhouligh - One of the best experts on this subject based on the ideXlab platform.
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Teaching Play Skills to Children with Disabilities: Research-Based Interventions and Practices
Early Childhood Education Journal, 2018Co-Authors: Sara MovahedazarhoulighAbstract:Play is a critical milestone that contributes to the learning and development of young Children in multiple ways and is essential to their well-being. Play is also considered as a central component to promote school readiness and incorporates pre-literacy, language and numeracy skills. However, play deficits seem to be acutely apparent in some Children with Disabilities. This highlights the need to come to terms with the best evidence and explore the promising practices related to improved play skills for young Children with Disabilities. The purpose of this paper is to provide an overview of play-based learning in early childhood and early childhood special education and provide research-based recommendations on teaching play skills to young Children with Disabilities.
Janine Owens - One of the best experts on this subject based on the ideXlab platform.
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The inclusion of Children with Disabilities in oral health research: A systematic review.
Community dentistry and oral epidemiology, 2018Co-Authors: Maram Ali M. Alwadi, Sarah R. Baker, Janine OwensAbstract:OBJECTIVE: This systematic review aimed to describe the extent to which oral health research since the advent of the United Nations Convention on the Rights of the Child, the United Nations Convention on the Rights of Persons with Disabilities and the current movement on the inclusion of voices of Children, has been done on or with Children with Disabilities. METHODS: A systematic review of the dental literature for Children with Disabilities from 2001 to 2017 was conducted. Electronic databases were searched for oral health literature on the involvement of Children with Disabilities. Each identified article was examined by 2 reviewers against the inclusion criteria and categorized according to the extent to which Children with Disabilities were involved in oral health research, type of study, Children's ages, type of impairment and the country of origin. RESULTS: The search included 113 articles after application of the exclusion criteria. Of these papers, 6.2% were classified as research with Children, 41.6% used proxies to gain the perspective of Children with Disabilities and 52.2% were classified as research on Children with Disabilities. The majority of studies, which attempted some form of inclusion, were from Sweden and India. CONCLUSIONS: Most oral health research is conducted on Children with Disabilities (viewing them as objects) rather than with them (viewing them as active participants). Unlike previous systematic reviews which report an increase in the inclusion of the voices of Children in oral health research, Children with Disabilities were mostly excluded from research. Future research should attempt to use methods which involve Children with Disabilities as fully as possible in the research process. This ensures that their perspectives are obtained and their voices are heard.