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THE SEXUAL LIVES OF INDIVIDUALS WITH DISABILITIES: ATTITUDES FROM THE GENERAL PUBLIC
Title
THE SEXUAL LIVES OF INDIVIDUALS WITH DISABILITIES: ATTITUDES FROM THE GENERAL PUBLIC.
Creator
Berlingo, Lauren, Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description
Sexual experiences and freedom are basic human rights that people with disabilities are often denied. Society and those considered to be within the general public, including caregivers, family members, and professionals that work with people with disabilities, contribute to the lack of sexual experiences and opportunities people with disabilities have throughout their lifetime. This study examined the attitudes of males and females from the general public toward sexual lives for people with...
Show moreSexual experiences and freedom are basic human rights that people with disabilities are often denied. Society and those considered to be within the general public, including caregivers, family members, and professionals that work with people with disabilities, contribute to the lack of sexual experiences and opportunities people with disabilities have throughout their lifetime. This study examined the attitudes of males and females from the general public toward sexual lives for people with disabilities. Further, it explored the difference in attitudes based on disability condition, examining attitudes toward a sexual life for those with a physical disability, intellectual disability, and general or non-specified disability. Results showed that female respondents reported more positive attitudes toward females with disabilities and females without disabilities having a sex life in comparison to the attitudes male respondents reported toward males with disabilities and males without disabilities having a sex life. Additionally, respondents felt the least positive toward adults with intellectual disabilities having a sex life. Limitations of this study and implications for further research are discussed.
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Date Issued
2023
PURL
http://purl.flvc.org/fau/fd/FA00014126
Subject Headings
Intellectual Disability, People with disabilities, Sex
Format
Document (PDF)
The Effect of the Mentoring Experience on the Mentors of College Students with Intellectual Disabilities
Title
The Effect of the Mentoring Experience on the Mentors of College Students with Intellectual Disabilities.
Creator
Carey, Gwendolyn C., Duffy, Mary Louise, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
Peer, staff, and faculty members who mentored college students with Intellectual Disabilities (ID) completed self-reflections and digital interviews, and participated in focus groups. The information was used to determine whether the mentoring experience affected their attitudes and beliefs regarding individuals with ID as well as whether mentor personal growth occurred as a result of participation in the mentoring experience. The research suggested that participants from all groups of...
Show morePeer, staff, and faculty members who mentored college students with Intellectual Disabilities (ID) completed self-reflections and digital interviews, and participated in focus groups. The information was used to determine whether the mentoring experience affected their attitudes and beliefs regarding individuals with ID as well as whether mentor personal growth occurred as a result of participation in the mentoring experience. The research suggested that participants from all groups of mentees did experience a change in their attitudes and beliefs regarding those with ID. Those changes in attitude and beliefs were overwhelmingly positive. Peer, staff, and faculty mentors also reported many benefits from participation in the mentoring experience including but not limited to increased self-awareness and self-improvement.
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Date Issued
2019
PURL
http://purl.flvc.org/fau/fd/FA00013192
Subject Headings
College students with disabilities, Intellectual disability, Mentoring, Mentors in education
Format
Document (PDF)
EFFECTS OF COVERT AUDIO COACHING ON COMMUNITY-BASED EMPLOYMENT COMMUNICATION FOR COLLEGE STUDENTS WITH INTELLECTUAL DISABILITY
Title
EFFECTS OF COVERT AUDIO COACHING ON COMMUNITY-BASED EMPLOYMENT COMMUNICATION FOR COLLEGE STUDENTS WITH INTELLECTUAL DISABILITY.
Creator
Downey, Angelica, Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description
College students with Intellectual Disabilities (ID) are afforded many educational opportunities through Inclusive Post-Secondary Education (IPSE) programs, including employment training. Competitive employment can contribute a rich independent life, thus more employment training opportunities can be beneficial. Low employment rates for adults with ID have motivated these efforts to develop proper employment training. In the past, on-the-job (OTJ) training with a job coach was one of the only...
Show moreCollege students with Intellectual Disabilities (ID) are afforded many educational opportunities through Inclusive Post-Secondary Education (IPSE) programs, including employment training. Competitive employment can contribute a rich independent life, thus more employment training opportunities can be beneficial. Low employment rates for adults with ID have motivated these efforts to develop proper employment training. In the past, on-the-job (OTJ) training with a job coach was one of the only supports for adults with ID in the workplace. Now, there are a variety of evidence-based strategies that can be used in the workplace or in other community settings, such as Covert Audio Coaching (CAC), to teach adults with ID the skills they need to maintain a job. This study used a multiple probe design to examine the effects of CAC on teaching workplace communication skills to college students with ID in a real-world setting. In this study, students interned in an office setting and spoke to a co-worker at their work setting while the interventionist used a two-way radio system to provide coaching statements to the student during their conversations. All students in this study increased their on-topic communication exchanges, and these results demonstrate that CAC is an effective intervention for this population.
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Date Issued
2023
PURL
http://purl.flvc.org/fau/fd/FA00014132
Subject Headings
Intellectual Disability, College students with disabilities, Special education
Format
Document (PDF)
Self-Determination in College Programs for Students with Intellectual Disabilities
Title
Self-Determination in College Programs for Students with Intellectual Disabilities.
Creator
Wright, Melody M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
One of the ways students with an intellectual disability (ID) can reach their fullest potential is by attending an institution of higher education; too few universities and colleges offer programs for these students. There are over 3,000 universities and colleges throughout the United State, yet only 272 of them offer programs for students with an ID (Think College, 2017). Within the identified programs, there is variation in location, length, goals, and methods (Grigal, Hart, & Weir, 2012)....
Show moreOne of the ways students with an intellectual disability (ID) can reach their fullest potential is by attending an institution of higher education; too few universities and colleges offer programs for these students. There are over 3,000 universities and colleges throughout the United State, yet only 272 of them offer programs for students with an ID (Think College, 2017). Within the identified programs, there is variation in location, length, goals, and methods (Grigal, Hart, & Weir, 2012). This study used an iterative classification process to first identify the programs serving students with ID located on college campuses, then analyze program websites to determine how they increase selfdetermination (SD). Phase 1 of the study used categorical sorting to identify programs that (a) served students with identified intellectual disabilities who had exited the school system; (b) were located on a college campus; (c) were run by a college; and (d) followed a college semester/quarter calendar. Phase 2 involved reviewing the websites for the programs meeting those criteria to identify self-determination activities and classes. In Phase 3 of the study, an online survey was sent to program administrators to verify and expand the description of self-determination activities. Results of this study show college programs for students with ID promote SD through instruction; however, the teaching methods vary from program to program. SD instruction is delivered by staff, peer mentors, and faculty. Programs measure SD outcomes; however, the tools used vary from program to program, and they are not applied systematically. The examination of college program practices and outcomes is central to further program development. Future research is needed to determine long-term independent living and employment outcomes of students with ID who attend college programs.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004980, http://purl.flvc.org/fau/fd/FA00004970
Subject Headings
Dissertations, Academic -- Florida Atlantic University, Students with disabilities--Education., Intellectual disabilities., Education, Higher
Format
Document (PDF)