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The Origins Of University Centers On Developmental Disabilities: Second Generation Expectations And Growth, Bryce Fifield, Marvin G. Fifield Oct 2021

The Origins Of University Centers On Developmental Disabilities: Second Generation Expectations And Growth, Bryce Fifield, Marvin G. Fifield

Developmental Disabilities Network Journal

Part two of a two part publications tracing the evolution of University Centers on Disabilities. Originally University Affiliated Facilities evolved into University Affiliated Programs on disabilities. Early expectations outlined by President Kennedy's Committee on Mental Retardation grew as funding for disability services and programs became available. Key legislation, program developments and organizational decisions are described for the time frame of 1970 through 2000.

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The Origins Of University Centers On Developmental Disabilities: Early Expectations And Legislation, Bryce Fifield, Marvin G. Fifield Aug 2020

The Origins Of University Centers On Developmental Disabilities: Early Expectations And Legislation, Bryce Fifield, Marvin G. Fifield

Developmental Disabilities Network Journal

This article describes the evolution and early expectations of university-based programs to serve people with disabilities. I describe the how the committee that President John F. Kennedy created to make recommendations about how to better serve people with mental retardation suggested university-based programs that would improve the science and provide training to professionals who work with this community. I describe the early legislation and program decisions that were made by stakeholders that created the first generation of University Affiliated Facilities and Programs to serve people with disabilities.

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The Effects Of Training On Parent Knowledge And Expectations Of Student Postschool Outcomes, Robert Hunsaker Aug 2017

The Effects Of Training On Parent Knowledge And Expectations Of Student Postschool Outcomes, Robert Hunsaker

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Most students with disabilities have poor postschool outcomes related to employment or postsecondary education. Very few of these students gain meaningful jobs or go to college. A key predictor of successful postschool outcomes for students with disabilities is high parental expectations. This project examined the effects of parent training on transition agency services on increasing parents’ knowledge and expectations for postschool outcomes for their young adult with disabilities. Participants included English-speaking parents/guardians of young adults with disabilities from Alpine school district in Utah. Participants’ knowledge was measured by correct answers on identical pretests and posttests. Participants’ expectations were measured on …

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Expectations, Thomas Lee, Glen Jenson Jan 2001