As we age: listening to the voice of LGBTQ older adults.

The LGBT+ community is gaining long-overdue public health attention within the rapidly expanding demographic of older adults. As a group, LGBT+ older adults represent a range of diverse biopsychosocial needs and life experiences that may differ markedly from the general population. This has translated into health disparities experienced by this group and the emergence of policies calling for improved services for this community. In response, this qualitative study engaged ten focus groups (a total of 48 participants) throughout one mid-Atlantic state to better understand the experiences and perceptions of LGBT+ older adults regarding their expectations and needs as they age. Themes included (1) an emphasis on the nuance of connection as an aging LGBT+ adult; (2) a rich discussion of experiences with and expectations for quality of services as this group ages; (3) the realities of planning for future living arrangements as a member of this population; and (4) a clearer understanding of the two sides of advocacy for this group, as a personal responsibility and a call for allyship. Based on insights shared by participants, implications are discussed for improved and more visible engagement of this community within our heath and humans service sectors. We also affirm the need for greater attention from researchers and policy makers in respect to the whole health needs of this group. As a society and as professionals, we need to respond to these needs in better support of equity in the aging process for LGBT+ older adults.

Indifference to the difference? Older lesbian and gay men's perceptions of aging services.

This qualitative study examined: 1) What older lesbians and gay men know about OAA-funded services; 2) attitudes towards the services; 3) experiences utilizing the services; 4) how current needs are met; and 5) plans for care as they age. Focus groups were conducted from June-August 2016. Purposive and snowball sampling yielded a sample size of 31. Five focus groups were conducted, and analysis used Grounded Theory. Four themes emerged: 1) low expectations of a welcoming environment, 2) the importance of being out, 3) need for LGBT-specific services, and 4) how to create inclusive services.

Speech-language pathologists and the Common Core Standards initiative: an opportunity for leadership and organizational change.

The Common Core State Standards initiative within public school education is designed to provide uniform guidelines for academic standards, including more explicit language targets. Speech-language pathologists (SLPs) are highly qualified language experts who may find new leadership roles within their clinical practice using the Common Core Standards. However, determining its usage by SLPs in clinical practice needs to be examined. This article seeks to discover the social context of organizations and organizational change in relation to clinical practice. Specifically, this article presents the diffusion of innovations theory to explain how initiatives move from ideas to institutionalization and the importance of social context in which these initiatives are introduced. Next, the values of both SLPs and organizations will be discussed. Finally, this article provides information on how to affect organizational change through the value of an affirmative, socially based theoretical perspective and methodology, appreciative inquiry.

Turning the educability narrative: Samuel A. Kirk at the intersection of learning disability and "mental retardation".

It is often assumed that current disability constructs exist in conceptual isolation from one another. This article explores the tangled historical relationship between "mental retardation" and learning disability in the writings and speeches of special education pioneer Samuel A. Kirk. Beginning in the 1950s, Kirk repeatedly told an educability narrative that described children with low IQ scores as capable students worthy of instruction. However, when he tried to clearly distinguish between the new learning disability construct and the older mental retardation, Kirk altered his standard tale. True intellectual potential then shifted to the learning disability, leaving mental retardation doubly stigmatized as the disorder of educational infertility.