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Adapting an education program for parents of children with autism from the United States to Colombia

MAGANA, Sandy
TEHERO HUGHES, Marie
SALKAS, Kristen
MORENO ANGARITA, Marisol
2019

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One of the lingering aspects of coloniality in the Americas is paternalism. In Latin America, this power structure plays out among people with autism spectrum disorder (ASD) through beliefs that people with disabilities need to be protected and guarded at home, and that they are unable to learn and function in society. We developed a program to empower parents of children with ASD through peer education to help their children realize their potential. This program was implemented in the United States (US) for Latino immigrant families and then adapted for use in Bogotá, Colombia. In this paper, we discuss some of the ways the manifestations of colonialism have influenced the adaptation of this program from North to South. For example, in Colombian society it is not common to use non-professionals or peers to deliver scientific information because within a paternalistic society there is ‘respeto’ (respect) for persons who are older, male and have credentials. Therefore, promoting the use of peer-mothers in this context was a challenge in the adaptation that warranted compromise. We explore and discuss similarities and differences in the adaptation and delivery between North and South and problematize the idea of Latinos in the US versus Colombia.

 

Disability and the Global South, 2019 Vol.6, No. 1

College for Students with Disabilities: A Guide for Students, Families, and Educators

Maryville University Online
March 2018

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Students with disabilities and their families have many pathways to achieve independence through higher education. First they need to know their rights and how to prepare for higher education.

There are many pathways to achieve independence through higher education, and Maryville University has created this helpful “Frequently Asked Questions” (FAQ) to give you an idea of what to expect as you research your options.

Mobile for development : transforming global healthcare through mobile technology

THEVATHASAN, Vanessa
GRADZEWICZ, Agnes
RUETZEL, Sonja
2015

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This paper outlines the need for greater connectivity & accessibility in less developed countries. Following this, the authors present the benefits of various different ‘mHealth’ solutions, presented through case studies. The report concludes by outlining some of the constraints holding back greater ‘mHealth’ innovation, including financing and sustainability issues

Guardianship for young adults with disabilities as a violation of the purpose of the individuals with disabilities education improvement act

KANTER, Arlene S
2015

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“The Individuals with Disabilities Education Improvement Act (IDEIA) was originally enacted in 1975 as the Education for All Handicapped Children’s Act. The purpose of the IDEIA is to “provide a free appropriate public education” to children with disabilities and to prepare them for further education, employment, and full participation in society. Under the IDEIA, all students are required to have a transition plan to facilitate their movement from high school to life after school. Although the transition planning process does not require parents to become guardians for their children with disabilities, many parents throughout the United States believe that becoming their adult child’s guardian is the next step in the transition process as their child reaches the age of majority. As a legal procedure, guardianship cedes decision-making authority from the young adult child to the parent just at the time in the young person’s life when he or she should be supported to exercise decision-making authority so as to live the most independent life possible. Further, schools, parents, and courts often fail to consider less restrictive alternatives to guardianship, such as supported decision-making, for those young adults who may need help in decision-making. Supported decision making has gained international attention recently due to the adoption of the UN Convention on the Rights of People with Disabilities, which calls for support for people with disabilities rather than substituted decision-making, which is included in most guardianship laws. This article presents the view that guardianship as part of the transition planning process for young adults with intellectual and developmental disabilities undermines the language and purpose of the IDEIA.”

 

Journal of International Aging Law & Policy, Vol. 8

Reproductive health justice for women with disabilities

ALVARES, Lisa
et al
April 2011

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"This paper highlights the added discrimination that women with disabilities often face in the context of their disparate access to health care, especially in the areas of reproductive health services and sexual health education, and offers recommendations for a twenty-first century response to the vast health care gaps that impact this population"
Barbara Faye Waxman Fiduccia Papers on Women and Girls with Disabilities

Categories of disability under IDEA

NATIONAL DISSEMINATION CENTER FOR CHILDREN WITH DISABILITIES (NICHCY)
April 2009

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This document provides information about the different disability categories for children with disabilities under the US federal law Individuals with Disabilities Education Act (IDEA). It defines the 13 disability categories and provides information about services available to families. This resource is useful to people interested in categories of disabilities under IDEA

Advocacy for change : lessons from Guatemala, Brazil, and USA

LEON, Rosario
Ed
2009

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This resource summarises a systematization of advocacy experiences related to the status of youth (in Guatemala), the right to education (in Brazil) and farming (in the United States). The systematizations allowed the actors involved to consider the evolution of the experiences and to identify lessons and insights for future interventions. The Guatemala systematization product was documented in writing and film, the US experience in writing, and the Brazil experience in film

Partners in policymaking coordinator's handbook supplement : integrating online learning

MINNESOTA GOVERNER'S COUNCIL ON DEVELOPMENTAL DISABILITIES
July 2007

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This guide aims to facilitate the use of online courses and complement an online curriculum for individuals using the tools in classrooms or face-to-face group sessions. This comprehensive resource helps users of e-learning materials retain more information, explore particular topics in more depth, and demonstrate a higher level of competency. This resource would be useful for anyone with an interest in teaching aids, and disability and development

Resources on youth reproductive health and HIV/AIDS

Interagency Youth Working Group [IYWG]
2007

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A global resource providing materials designed for working with young people (aged 10 - 24) in developing countries. The website includes; training materials, research tools, guidance on key programme areas and best practice, a database of recent resources and websites for youth. IYWG is a network of 10 NGOs, donors and cooperating agencies. The website is supported by the US Agency for International Development and the content is overseen by Family Health International

Transitions in the early years : a learning opportunity [whole issue]

November 2006

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This issue of Early Childhood Matters presents a number of perspectives around children's transition from home environments to primary schooling and includes practical examples of initiatives in a number of countries, including the US, India, Uganda, Guatemala, Poland, Brazil and Israel. Articles look at transition and school readiness as a challenge and a learning opportunity rather than as a problem. In different contexts the emphasis of related early childhood programmes varies. The 'Parques Infantis' in Brazil focuses on children's rights, while in Guatemala and Uganda programmes reflect a need to promote local culture and support children learning the mainstream language. The Mississippi Delta Children's Partnership encourages interaction between pre-schools, primary schools and parents as a means to facilitate transition and supports school readiness through after-school programmes

Programming experiences in early childhood development

UNITED NATIONS CHILDREN'S FUND (UNICEF)
November 2006

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This document presents examples and case studies from 21 countries. They demonstrate the benefit of cross-sectoral programming to support early childhood development, some building on early child care or education programme

Getting ready : findings from the National School Readiness Indicators Initiative. A 17 State partnership

RHODE ISLAND KIDS COUNT
Ed
February 2005

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This is a comprehensive report on school readiness indicators. The report explores why school readiness is important, and identifies core indicators in relation to children's development, families, communities and services. It also looks at indicators in relation to policy making and provides a sampling of policy options. The focus is on the US experience but findings and indicators can be adapted and applied to other contexts

IDRM : regional report of the Americas

CENTRE FOR INTERNATIONAL REHABILITATION
2004

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This International disability rights monitor takes a snapshot of the situation of disabled people in the Americas for disabled people and the extent to which they are included in society. The report examines education, employment, legislation and other areas. It gives non-governmental organisations, policy makers and individuals an opportunity to research the living conditions of disabled people in this part of the world

School readiness : helping communities to get children ready for school and schools ready for children

October 2001

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This is a brief introduction to the concept of school readiness with a focus on the US. It presents a framework for community involvement in supporting children's transition to school, based on an 'ecological' view of child development. A variety of factors relating to the child development are considered and explored, including the different roles played by the child's family, early childhood care and education, schools, neighborhood, and the wider society

Transition and post-school outcomes for youth with disabilities : closing the gaps to post-secondary ed and employment

NATIONAL COUNCIL ON DISABILITY
SOCIAL SECURITY ADMINISTRATION
November 2000

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"This report presents an analysis of research on the status of transition, post-secondary education, and employment outcomes for primarily 14 to 22 year old youth and young adults with disabilities over the past 25 years. Next it identifies what has worked, and what should work in light of unmet needs and unserved populations. Finally, the report presents recommendations for national, state, and local community action"

Enhancing the transition to kindergarten : linking children, families and schools

KRAFT-SAYRE, Marcia E.
PIANTA, Robert C.
2000

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"This manual describes an approach to enhancing children’s transitions into kindergarten. The approach...focuses on forming a network of social connections that support children and families during the transition to school. These connections include interactions between children and teachers, children and peers, parents and teachers, as well as preschool teachers and kindergarten teachers. These social connections are important for supporting competencies in young children that can ensure their school success"

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