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2.
J Autism Dev Disord ; 50(6): 2164-2173, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-30848406

RESUMO

Transition-age youth with autism (TAY-ASD) experience poor employment outcomes and gaps in services that could assist them in securing jobs. Vocational rehabilitation (VR) is a source of public assistance for people with disabilities seeking employment and TAY-ASD are a growing segment of VR service users. Postsecondary education (PSE) is essential for building vocational skills, contributing to employment satisfaction and better wages. VR provides services to support PSE success. Fewer TAY-ASD received PSE training from VR (18%) than TAY with other disabilities (32%), but more than TAY with an intellectual disability (15%). TAY-ASD who received PSE training were more likely to exit VR with a job. The importance of PSE to employment should be considered in TAY-ASD who seek employment supports.


Assuntos
Transtorno Autístico/reabilitação , Pessoas com Deficiência/educação , Pessoas com Deficiência/reabilitação , Reabilitação Vocacional , Adolescente , Adulto , Criança , Emprego , Feminino , Humanos , Deficiência Intelectual/reabilitação , Masculino , Satisfação Pessoal
3.
Artigo em Espanhol | LILACS | ID: biblio-1140109

RESUMO

Objetivo. Este estudio evaluó las necesidades de apoyo de estudiantes universitarios con diversidad funcional de origen físico en una Institución Educativa Superior. Se analizó, además, la percepción del docente y, en su conjunto, la correspondencia con las políticas de inclusión, tanto institucionales como de la nación. Método. Bajo el estudio de caso, se trabajó el enfoque cualitativo, con un diseño de teoría crítica. Se usó la entrevista en profundidad, el grupo focal y el análisis documental para la triangulación de la información. La muestra fue de casos-tipo y se definió por saturación de categorías. Se recurrió al criterio deductivoinductivo para el análisis de la información con el apoyo del software Atlas.ti. Resultados. Los participantes manifestaron presencia de barreras arquitectónicas, poca participación social en los diferentes escenarios que se organizan y necesidades de apoyo de tipo psicológico. Asimismo, deseos de formarse como profesionales. Conclusiones. Se reconoce la importancia que tiene para las instituciones de educación superior ser inclusivas para favorecer la mitigación de las necesidades que se presentan.


Objective: this study evaluated the support needs of university students with functional diversity of physical origin in a Higher Educational Institution. In addition, the perception teachers, and as a whole, the correspondence with inclusion policies, both institutional and national, were analyzed. Method: under the case study, the qualitative approach was worked out, with a critical theory design. The in-depth interview, the focus group, and the documentary analysis were used for the triangulation of the information. The sample was case-type and defined by saturation of categories. The deductive-inductive criterion was used to analyze the information with the support of the Atlas.ti software. Results: the participants manifested the presence of architectural barriers, little social participation in the different scenarios that are organized, and psychological support needs. Conclusions: the importance of higher education institutions to be inclusive to mitigate the needs is recognized.


Assuntos
Humanos , Pessoas com Deficiência/educação , Acessibilidade Arquitetônica , Educação Superior , Serviços de Saúde para Pessoas com Deficiência
4.
BMJ Open ; 9(12): e032500, 2019 12 10.
Artigo em Inglês | MEDLINE | ID: mdl-31826893

RESUMO

OBJECTIVE: To assess whether telephone coaching is a cost-effective method for increasing physical activity and health-related quality of life for insufficiently active adults presenting to an ambulatory care clinic in a public hospital. DESIGN: An economic evaluation was performed alongside a randomised controlled trial. SETTING: Participants were recruited from an ambulatory care clinic in a public hospital in regional Australia. PARTICIPANTS: Seventy-two adults (aged 18-69) deemed insufficiently physically active via self-report. INTERVENTIONS: Participants were randomised to either an intervention group that received an education session and eight sessions of telephone coaching over a 12-week period, or to a control group that received the education session only. The intervention used in the telephone coaching was integrated motivational interviewing and cognitive behavioural therapy. OUTCOME MEASURES: The primary health outcome was change in moderate-to-vigorous physical activity (MVPA), objectively measured via accelerometry. The secondary outcome was the quality-adjusted life-year (QALY) determined by the 12-item Short Form Health Survey Questionnaire. Outcome data were measured at baseline, postintervention (3 months) and follow-up (6 months). Incremental cost-effectiveness ratios (ICERs) were calculated for each outcome. Non-parametric bootstrapping techniques and sensitivity analyses were performed to account for uncertainty. RESULTS: The mean intervention cost was $279±$13 per person. At 6 months follow-up, relative to control, the intervention group undertook 18 more minutes of daily MVPA at an ICER of $15/min for each additional minute of MVPA. With regard to QALYs, the intervention yielded an ICER of $36 857 per QALY gained. Sensitivity analyses indicated that results were robust to varied assumptions. CONCLUSION: Telephone coaching was a low-cost strategy for increasing MVPA and QALYs in insufficiently physically active ambulatory care hospital patients. Additional research could explore the potential economic impact of the intervention from a broader healthcare perspective. TRIAL REGISTRATION NUMBER: ANZCTR: ACTRN12616001331426.


Assuntos
Pessoas com Deficiência , Tutoria/métodos , Educação de Pacientes como Assunto/métodos , Serviços Preventivos de Saúde/métodos , Qualidade de Vida , Telemedicina/métodos , Acelerometria/métodos , Instituições de Assistência Ambulatorial , Análise Custo-Benefício , Pessoas com Deficiência/educação , Pessoas com Deficiência/psicologia , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Entrevista Motivacional/métodos , Avaliação de Resultados em Cuidados de Saúde/métodos , Comportamento Sedentário , Inquéritos e Questionários
5.
J Physician Assist Educ ; 30(4): 214-218, 2019 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-31664010

RESUMO

The number of students with a disability matriculating into institutions of medical education, including physician assistant programs, is increasing. Educational institutions must develop procedures with regard to the Americans with Disabilities Act (ADA) including the provision of reasonable accommodations to provide equal opportunities for all. These procedures must be compliant with federal and state laws while protecting academic integrity, maintaining technical standards, and successfully navigating the institutional and individual faculty barriers. Knowledge of the ADA and the ADA Amendments Act of 2008 as well as some familiarity with the legal precedent regarding these laws will facilitate planning and decision-making for students with disabilities. This is imperative for educating not just those with specific disabilities but also the evolving learners of today. Such knowledge, coupled with the continued prioritization of technical standards and student outcomes, will assist in the curricular development of the future.


Assuntos
Pessoas com Deficiência/educação , Assistentes Médicos/educação , Pessoas com Deficiência/legislação & jurisprudência , Educação Médica/legislação & jurisprudência , Humanos , Faculdades de Medicina/legislação & jurisprudência , Estados Unidos
6.
J Rehabil Med ; 51(11): 847-853, 2019 Dec 16.
Artigo em Inglês | MEDLINE | ID: mdl-31663599

RESUMO

OBJECTIVE: Rehabilitation services play an important role in optimizing functional ability and societal integration for people with disabilities. The Madagascar Rehabilitation Programme (2011-2013) resulted from a global training partnership and led to 8 doctors achieving a university diploma in rehabilitation medicine. This paper describes a 2014 evaluation of the programme methods, results and learning points. METHODS: A combination of qualitative methods was used for the evaluation, based on a Theory of Change model, with informants from Madagascar and the UK. RESULTS: Malagasy trainees and UK volunteers gained new theoretical knowledge and practical skills. For Madagascar, it led to changes in working practice and the formation of a national rehabilitation association. Key to its success was the strong collaboration between Malagasy and UK professionals, with support from the University and Ministry of Health in Madagascar, and the UK partners. Having a clear common vision ensured the programme met the needs of the Malagasy clinicians. CONCLUSION: Rehabilitation is increasingly recognized as an important focus for international development. Successful rehabilitation training programmes can be achieved at modest costs with global health partnerships. The combination of factors that enabled this programme to be a success is reproducible in other contexts.


Assuntos
Pessoas com Deficiência/educação , Pessoas com Deficiência/reabilitação , Saúde Global/normas , Reabilitação/métodos , Humanos , Madagáscar
7.
Prensa méd. argent ; 105(9 especial): 509-520, oct 2019. graf
Artigo em Inglês | LILACS, BINACIS | ID: biblio-1046361

RESUMO

This paper is devoted to the pressing issue of obtaining professional education by persons with disabilities and limited health capacities in the inclusive context, which is a factor in their successful socialization. Adaptation to studying at a higher education institution is a difficult task for many students with special educational needs. The purpose of the experimental study is to look into the characteristics of adaptation to the educational process of a pedagogical university in undergraduate students with disabilities and limited health capacities, to identify the reasons for their under-performance in educational activities and to develop recommendations for overcoming them in the process of educational and methodological support. The object of the study is the process of educational adaptation of students with disabilities and limited health capacities at university. The obtained data indicate the need for educational and methodological support for the education of students and the development of methodological recommendations for adaptation of educational material and teaching methods for students with disabilities and limited health capacities, which have, in turn, been performed by the authors. In view of the results of the analysis of scientific research on the problem of teaching people with disabilities and limited health capacities at higher education institutions, as well as the features of self-organization of students of this category that have been identified during the experiment, it is necessary to build educational and methodological support for the educational process that would take these features into account. The recommendations developed by the authors regarding the adaptation of educational material and teaching methods for students and their implementation in the development of appropriate teaching material by university teachers in collaboration with specialists of the university resource teaching and methodological center will contribute to the development of self-organization skills in people with disabilities and limited health capacities and will ensure the activation of academic activity among such students, which will create the necessary conditions for their successful education.


Assuntos
Humanos , Ensino de Recuperação , Estudantes , Materiais de Ensino , Epidemiologia Experimental , Pessoas com Deficiência/educação , Adaptação , Educação Superior , Instituições de Ensino Superior
8.
Prensa méd. argent ; 105(9 especial): 532-537, oct 2019.
Artigo em Inglês | LILACS, BINACIS | ID: biblio-1046454

RESUMO

The article deals with the organizational- methodological and content aspects of practice-oriented tasks aimed at the formation of professional competencies of future professionals who study the theory and practice of the inclusive education of children with disabilities. Practice-oriented tasks aimed at the formation of knowledge about the essence of the basic concepts used in the process of the professional activity of specialists in an inclusive educational space are presented. In addition, practice-oriented tasks aimed at the formation of the abilities to analyze and summarize educational activities in organizations engaged in educational activities and to support children with disabilities and their families are given.


Assuntos
Ensino de Recuperação , Pessoas com Deficiência/educação , Educação Baseada em Competências , Educação Profissionalizante/métodos , Políticas Públicas Antidiscriminatórias
9.
Prensa méd. argent ; 105(9 especial): 556-562, oct 2019. tab
Artigo em Inglês | LILACS, BINACIS | ID: biblio-1046483

RESUMO

The access to education for children and young people with special needs is an indicator of the humanization of society, a sign that this society can care for one of its most vulnerable groups. This paper reviews the principles and trends in studying the issues of organising an inclusive education environment. Particular emphasis is placed on the scientific novelty of the research, research methods and goals, the main purpose of which is to create a comfortable educational environment and find a solution to the problems of inclusive space. Further, the authors provide a detailed analysis of the project content in the conditions of Kazakhstan. They develop an experimental model of a spatial solution for an inclusive education environment. The results of this study contribute to the architectural and compositional improvement of educational buildings, increasing their comfort. The paper analyzes the role of the virtual environment in the development of experimental projects. It contains a diagram of the project time frame, a sample schedule and a description of the research group composition.


Assuntos
Humanos , Grupos de Risco , Inclusão Escolar , Literatura de Revisão como Assunto , Modelos Educacionais , Pessoas com Deficiência/educação , Políticas Públicas Antidiscriminatórias
10.
Revista Digital de Postgrado ; 8(2): e166, ago. 2019. tab, ilus
Artigo em Espanhol | LILACS, LIVECS | ID: biblio-1008556

RESUMO

El derecho universal a un empleo y las demandas de inserción socio laboral de las personas con discapacidad son una característica dinamizadora de las políticas sociales y de empleo. Objetivos: 1- conocer los niveles de incidencia que las dimensiones (factores personales, familia, entorno laboral, riesgos laborales) ejercen sobre la inserción laboral. 2.- Diseñar ergonómicamente una estación de trabajo para personas con discapacidad mediante la identificación de las dimensiones del entorno que facilitan su integración. Métodos: La muestra fue de por 73 personas con discapacidad física insertadas laboralmente en el sector público de la ciudad de Riobamba conformado por hombres y mujeres, siendo la técnica utilizada una encuesta aplicada a las personas condiscapacidad realizada entre los años 2013 y 2015, la encuesta constó de 22 ítems que corresponden a la variable independiente y 19 ítems de la variable dependiente tipo Likert. Resultados: La discapacidad severa es la que menos inserción laboral presenta 25,7%, la mayoría presenta un nivel medio de escolaridad 51,7% y, preparación y condiciones para el trabajo 71,4%. En cuanto a la valoración del puesto de trabajo diseñado el 57% presentó un alto nivel de satisfacción. Conclusión: factores personales, familia, entorno laboral y riesgos laborales inciden en la realidad de las personas con discapacidad física insertados laboralmente en el sector público de la Ciudad de Riobamba. Su entorno, la prevención de Riesgos Laborales y las dificultades para conseguir el pleno empleo coadyuvan a los problemas de la inserción laboral de personas con discapacidad en el área geográfica de estudio(AU)


The universal right to a job and the demands of the socio-labor insertion of people with disabilities are a stimulating characteristic of social and employment policies. Aims: The research was two aims: 1- to know the levels of incidence that the dimensions (personal factors, family, work environment, occupational risks) exert on the labor insertion. 2.- The ergonomic design of a workstation for people with disabilities by identifying the dimensions of the environment that facilitate their integration to people with physical disabilities. Methods: The sample was 73 people with physical disabilities inserted labor in the public sector of the city of Riobamba conformed by men and women, being the technique used a survey applied to the people with disability realized between the years 2013 and 2016, The survey consisted of 22 items corresponding to the independent variable and 19 items of the Likert-type dependent variable. Results: The severe disability is the one with the least labor insertion 25,7%, the majority has an average level of schooling 51.7% and, preparation and conditions for work 71.4%. Regarding the assessment of the designed job position, 57% presented a high level of satisfaction. Conclusion: personal factors, family, work environment and occupational risks affect the reality of people with physical disabilities inserted into the public sector of the City of Riobamba. Its environment, the prevention of occupational risks and the difficulties to achieve full employment contribute to the problems of the labor insertion of people with disabilities in the geographical area of study(AU)


Assuntos
Humanos , Masculino , Feminino , Saúde do Trabalhador , Pessoas com Deficiência/educação , Educação de Pessoa com Deficiência Intelectual , Deficiência Intelectual , Riscos Ocupacionais , Ergonomia
11.
Can J Occup Ther ; 86(3): 232-242, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-31195821

RESUMO

BACKGROUND.: Powered-wheelchair use improves participation for people with mobility limitations; however, many individuals do not receive powered-wheelchair skills training that meets their learning needs. PURPOSE.: The aim of this work is to evaluate the feasibility of a powered-wheelchair training program for older adults with cognitive impairment, using errorless learning strategies facilitated by shared control technology. METHOD.: A feasibility 2 × 2 factorial randomized controlled trial will recruit 32 older adults in residential care with mild to moderate cognitive impairment who are new powered-wheelchair use. The intervention consists of six or 12 training sessions, facilitated by shared control technology, using errorless learning techniques. Control participants will receive six or 12 training sessions using trial-and-error methods. Feasibility and clinical outcomes data (primary outcome: powered-wheelchair skills) will be collected. IMPLICATIONS.: Errorless learning facilitated by shared control technology may be an alternative to meet the powered-wheelchair learning needs of older adults with cognitive impairments.


Assuntos
Disfunção Cognitiva , Pessoas com Deficiência/educação , Pessoas com Deficiência/reabilitação , Cadeiras de Rodas , Idoso , Fontes de Energia Elétrica , Estudos de Viabilidade , Humanos , Limitação da Mobilidade , Satisfação do Paciente , Ensaios Clínicos Controlados Aleatórios como Assunto , Método Simples-Cego
12.
PLoS One ; 14(6): e0217677, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31181088

RESUMO

Recent study shows that 617 million children and adolescents-or six out of 10 globally- are not acquiring minimum levels in literacy and mathematics, indicating the magnitude of the learning acquisition problem. For children with disabilities in context of conflict, the situation is arguably even worse: the literature shows that they face difficulties to access the education system due to multiple barriers, and when they do access, they are not learning. Our paper examines if an active education policy promoting inclusion since 2005 in Afghanistan, a protracted crisis context, has been effective. Using two cross sectional household surveys carried out eight years apart (2005-2013), our study shows that access to school and literacy did not improve between 2005 and 2013 for children and youth with disabilities. Both access and literacy outcomes were worse for girls with disabilities, those with a mental, learning or associated disability and those living in household where the head was uneducated. Finally, odds of being mentally distressed significantly declined between 2005 and 2013 indicating that schools might play a protective role for children with disabilities in Afghanistan. Our findings suggest that a multilevel multi-pronged adaptation of the existing system to improve the learning experience and promote children's resilience, particularly for children with disabilities, in conflict context such as Afghanistan, is required.


Assuntos
Crianças com Deficiência/educação , Instituições Acadêmicas/normas , Adolescente , Afeganistão , Criança , Estudos Transversais , Pessoas com Deficiência/educação , Feminino , Humanos , Masculino , Análise Multinível , Política Pública/legislação & jurisprudência , Inquéritos e Questionários
13.
PLoS One ; 14(5): e0215249, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31116748

RESUMO

The affective-emotional dimension may constitute a key element in teaching and learning processes. It is linked to relationship between faculty and students and may help foster students with disabilities' motivation to learn and remain at university. This is the approach adopted in this article, which aims to fill a gap detected in the literature, since very little attention has hitherto been paid to motivation, emotion and the importance of faculty-student relationships in the learning processes of students with disabilities. In this study, 119 faculty members from 10 Spanish universities who engage in inclusive practices in all areas of knowledge recounted, in response to questions asked during a semi-structured interview, how they motivated and related to their students. The conclusion reached is that students with disabilities are more motivated than their fellow classmates, meaning that very few extra actions need to be taken to engage them in the learning process. Nevertheless, participants reported having a knowledge of strategies based on motivation and emotion and using them to develop a sense of belonging among students, thus fostering their learning.


Assuntos
Pessoas com Deficiência/educação , Estudantes/psicologia , Adulto , Pessoas com Deficiência/psicologia , Emoções , Docentes , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Motivação , Espanha , Inquéritos e Questionários
14.
Occup Ther Health Care ; 33(3): 233-246, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31074672

RESUMO

This survey study describes practice patterns, knowledge, skills, resources, and needs of occupational therapy practitioners providing services to parents with physical impairments. Participants (n = 51) primarily worked in outpatient rehabilitation (30%), inpatient rehabilitation (21%), and acute care (15%) settings. Participants reported evaluating and providing interventions for nine role-focused parenting activities. All participants agreed addressing the instrumental activities of daily living (IADL) of parenting should be part of occupational therapy practice. Adaptive equipment and techniques were utilized to increase participation of parents with physical impairments in child rearing. Lack of resources for childcare equipment and need for more training were barriers. Ninety-eight percent of participants agreed advancing the role of occupational therapy for parents with physical impairments is needed.


Assuntos
Pessoas com Deficiência/educação , Conhecimentos, Atitudes e Prática em Saúde , Necessidades e Demandas de Serviços de Saúde , Terapia Ocupacional/métodos , Poder Familiar , Pais/educação , Adulto , Equipamentos Médicos Duráveis , Feminino , Humanos , Masculino , Projetos Piloto , Inquéritos e Questionários
15.
Med Humanit ; 45(1): 92-101, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30819924

RESUMO

This article scrutinises issues around disability and dependent (interdependent) agency, extending these to non-human animals and service dogs, with a sustained reference to the training of guide dogs. It does this through a detailed engagement with the training methodology and philosophy of The Seeing Eye guide dog school in the 1930s, exploring the physical, bodily and instrumental means through which the guide dog partnership, and the identity of the instructor, the guide dog and the guide dog owner, jointly came into being. The novelty of the article lies in how it reconsiders what interdependence meant and means from the perspectives drawing from historical and sociological literature on dog training. In doing so it opens up new ways of thinking about service animals that recognise their historical contingency and the complex processes at work in the creation and development of interdependent agency.


Assuntos
Terapia Assistida com Animais/educação , Pessoas com Deficiência/educação , Terapia Assistida com Animais/história , Animais , Comportamento Animal , Pessoas com Deficiência/história , Cães , História do Século XX , Humanos , Instituições Acadêmicas/história , Ensino/história
16.
J Inj Violence Res ; 11(1): 35-44, 2019 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-30635998

RESUMO

BACKGROUND: Internationally, inclusion of physical rehabilitation services during early disaster response is relatively new. The aim of the study was to gain an understanding of disaster relief physical rehabilitation in Iran. METHODS: A qualitative study design was employed and sixteen semi-structured interviews were conducted for data collection. Content analysis was used for data analysis. The participants in this study were purposively selected among people who experienced the Bam (2003) and Varzaghan (2012) earthquakes. RESULTS: Three main themes were explored including: indispensable intervention, barriers to continuous intervention and opportunities for intervention. Almost all participants reiterated the importance of effective physical rehabilitation services during disasters. Some participants mentioned significant barriers for delivering such services in the context of Iran. The lack of an effective responsible body, weak disaster-related competencies and under-prioritization by government were among other barriers. On a more positive note, some interviewees talked about national programs that could facilitate service delivery. CONCLUSIONS: Providing disaster relief physical rehabilitation has faced many barriers in Iran. However, there are some facilitators in the country that could help provide these services. Finally, the feasibility of post-disaster physical rehabilitation services delivery completely depends on the current national rehabilitation system.


Assuntos
Vítimas de Desastres/educação , Vítimas de Desastres/reabilitação , Desastres , Terremotos , Socorristas/educação , Reabilitação/economia , Reabilitação/educação , Adulto , Coleta de Dados , Países em Desenvolvimento , Pessoas com Deficiência/educação , Pessoas com Deficiência/reabilitação , Planejamento em Desastres , Feminino , Humanos , Irã (Geográfico) , Masculino , Pessoa de Meia-Idade , Pesquisa Qualitativa
17.
J Autism Dev Disord ; 49(3): 887-912, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30368629

RESUMO

Special education policies recognize the need for developing and preserving the heritage languages of individuals with disabilities. Yet there seems to be a disconnect between policy and practice. Should the heritage languages of bilingual individuals with neurodevelopmental disorders be incorporated into interventions? This review evaluated 18 studies that examined the effects of heritage language instruction on treatment outcomes for individuals with neurodevelopmental disorders. Overall, results suggest a small effect favoring interventions delivered in the heritage language versus interventions delivered solely in the majority language. In general, studies were also found to be of high-quality according to What Works Clearinghouse Standards. Findings are discussed in terms of recommendations for future research and practice.


Assuntos
Pessoas com Deficiência/educação , Educação Especial/métodos , Multilinguismo , Transtornos do Neurodesenvolvimento/terapia , Pessoas com Deficiência/psicologia , Humanos , Idioma , Masculino , Transtornos do Neurodesenvolvimento/psicologia
18.
Dev Med Child Neurol ; 61(2): 226-231, 2019 02.
Artigo em Inglês | MEDLINE | ID: mdl-30194703

RESUMO

AIM: To examine key outcomes in the education of young people with and without neurodisabilities, and to investigate additional disparities in educational achievement in relation to socio-economic background. METHOD: Data were collected on 2488 Canadian children (age range 10-11y) in 1994 and 1995 from the National Longitudinal Survey of Children and Youth whom were followed for 14 years. We performed separate, discrete-time survival analysis to investigate the effects of having a neurodisability on high school completion, enrolment in post-secondary education (PSE), and PSE completion. RESULTS: The baseline prevalence of neurodisabilities was 12%. Fewer children with neurodisabilities completed high school or enrolled in PSE, compared to children without neurodisabilities, irrespective of parental education. The likelihood that students with neurodisabilities completed PSE differed according to their parents' education: students with neurodisabilities living in less-educated families were about half as likely to complete PSE themselves. INTERPRETATION: Children with neurodisabilities receive less education than children without neurodisabilities. Children from families with low educational attainment appear to be particularly vulnerable. WHAT THIS PAPER ADDS: Twelve per cent of children in Canada aged 10 years to 11 years have a neurodisability. High school completion rate was 70% for children with neurodisabilities versus 94% for children without neurodisabilities. Children with neurodisabilities from less-educated families are particularly vulnerable to lower educational achievement.


Assuntos
Paralisia Cerebral/reabilitação , Deficiências do Desenvolvimento/reabilitação , Pessoas com Deficiência/educação , Intervenção Educacional Precoce , Epilepsia/reabilitação , Deficiências da Aprendizagem/reabilitação , Adulto , Canadá/epidemiologia , Paralisia Cerebral/psicologia , Deficiências do Desenvolvimento/psicologia , Epilepsia/psicologia , Feminino , Disparidades em Assistência à Saúde , Humanos , Deficiências da Aprendizagem/psicologia , Estudos Longitudinais , Masculino , Inquéritos e Questionários , Adulto Jovem
19.
Transl Behav Med ; 9(4): 797-809, 2019 07 16.
Artigo em Inglês | MEDLINE | ID: mdl-30184185

RESUMO

"Real-world" initiatives represent an important source of information for evidence-based practice; however, accessing information about initiatives is often challenging. Casebooks are an innovative knowledge translation (KT) tool for researchers, practitioners, and end-users to address "research-to-implementation gaps" through sharing "real-world" experiences. Several casebooks have been published; yet, they remain inconsistent in their methodological approach for identifying "real-world" initiatives. The purpose of this project is to describe and apply systematic scoping study methods for the identification of "real-world" initiatives relevant for the development of KT tools. Specifically, systematic scoping study methods were developed to identify community-based physical activity (PA) programs for persons with physical disabilities across Canada. To identify PA programs, a search strategy was developed and included five distinct search approaches: (i) peer-reviewed literature databases, (ii) grey literature databases, (iii) customized Google search engines, (iv) targeted websites, and (v) consultation with content experts. Title screening and hand searching identified 478 potentially relevant PA programs. Full record review identified 72 PA programs that met KT tool criteria. The most comprehensive search approach was targeted websites, which identified 25 (35%) unique PA programs, followed by content experts (n = 12; 17%). Only four (5.6%) unique PA programs were identified via custom Google searching. No PA programs were uniquely identified through peer- or grey literature database searches. This study describes and applies a systematic scoping study methodology that serves as a basis for identifying and selecting "real-world" initiatives that are central to the development of evidence-based KT tools.


Assuntos
Pessoas com Deficiência/reabilitação , Prática Clínica Baseada em Evidências/métodos , Exercício Físico/fisiologia , Pesquisa Médica Translacional/métodos , Canadá/epidemiologia , Pessoas com Deficiência/educação , Humanos , Conhecimento , Grupo Associado
20.
Int J Pediatr Otorhinolaryngol ; 118: 73-78, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30590280

RESUMO

AIM: The main aim of this study was to explore factors compromising early intervention (EI) service delivery to hearing impaired children in South Africa, as expressed by their caregivers. METHODS: Within a qualitative survey design, a sample of 19 hearing impaired children's caregivers completed structured self-administered questionnaires on factors that they perceive compromise EI for their children. These caregivers included mothers, fathers, grandparents, and legal guardians or adoptive parents of children with hearing impairment. Descriptive analysis of the data was undertaken. RESULTS: Findings indicated various factors compromising EI as reported by caregivers. These included limited availability of appropriate schools and health care facilities for their hearing impaired children; long distances between the few services that are available and the places of residence of the service users; significant costs linked to the services (such as medical expenses, boarding school facilities costs); limited skills and knowledge of professionals and teachers regarding hearing impairment; inconsistent and conflicting professional opinions about the child's diagnosis and treatment; as well as limited community awareness about hearing impairment along with services available for hearing impaired children. CONCLUSION: These findings have important clinical, training, policy, and advocacy implications within the South African context; if both access to and success within the EI services will be successful.


Assuntos
Cuidadores , Pessoas com Deficiência/educação , Acesso aos Serviços de Saúde , Perda Auditiva/diagnóstico , Perda Auditiva/reabilitação , Adulto , Idoso , Criança , Pré-Escolar , Diagnóstico Precoce , Docentes/normas , Feminino , Testes Auditivos , Humanos , Masculino , Pessoa de Meia-Idade , Competência Profissional , Instituições Acadêmicas/economia , África do Sul , Inquéritos e Questionários
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