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Selected Works

Intellectual disability

Articles 1 - 11 of 11

Full-Text Articles in Education

Finding A Voice: Families’ Roles In Schools, Dianne Ferguson, Amy Hanreddy, Philip Ferguson Jun 2015

Finding A Voice: Families’ Roles In Schools, Dianne Ferguson, Amy Hanreddy, Philip Ferguson

Philip M. Ferguson

Every day, around the world, families of children with disabilities experience a wide range of settings and services meant to provide support for the challenges they face.

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Safe At School? Exploring Safety And Harm Of Students With Cognitive Disability In And Around School, Sally Robinson, Dominique Mcgovern May 2015

Safe At School? Exploring Safety And Harm Of Students With Cognitive Disability In And Around School, Sally Robinson, Dominique Mcgovern

Professor Sally Robinson

Students with cognitive disability experience higher rates of abuse, neglect and exploitation than students without disability. This research project investigated what students, their families and other key supporters such as teachers, disability, and child protection workers think about personal safety in and around school, together with their perspectives on what might make things better. The research was supplemented by an extensive analysis of relevant law and policy in this area.

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In The Picture: Understanding Belonging And Connection For Young People With Cognitive Disability In Regional Communities Through Photo-Rich Research: Final Report, Sally Robinson, Malcolm Hill, Karen Fisher, Anne Graham, Kylie Valentine Feb 2015

In The Picture: Understanding Belonging And Connection For Young People With Cognitive Disability In Regional Communities Through Photo-Rich Research: Final Report, Sally Robinson, Malcolm Hill, Karen Fisher, Anne Graham, Kylie Valentine

Professor Anne Graham

Feeling like you belong and that you are connected to people and places is fundamental to young people’s identity. For young people with cognitive disability who live in regional Australia, very little is known about what helps and what hinders belonging and connection in their communities. This research addressed this gap in our knowledge by working collaboratively with young people. Young people were asked what helped them to feel like they belonged and were connected to their communities, and what aspects of belonging were difficult to achieve. The research investigators assisted them to describe their connections, and how to explore …

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In The Picture: Understanding Belonging And Connection For Young People With Cognitive Disability In Regional Communities Through Photo-Rich Research: Final Report, Sally Robinson, Malcolm Hill, Karen Fisher, Anne Graham, Kylie Valentine Jan 2015

In The Picture: Understanding Belonging And Connection For Young People With Cognitive Disability In Regional Communities Through Photo-Rich Research: Final Report, Sally Robinson, Malcolm Hill, Karen Fisher, Anne Graham, Kylie Valentine

Professor Sally Robinson

Feeling like you belong and that you are connected to people and places is fundamental to young people’s identity. For young people with cognitive disability who live in regional Australia, very little is known about what helps and what hinders belonging and connection in their communities. This research addressed this gap in our knowledge by working collaboratively with young people. Young people were asked what helped them to feel like they belonged and were connected to their communities, and what aspects of belonging were difficult to achieve. The research investigators assisted them to describe their connections, and how to explore …

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In The Picture: Belonging And Connection In Country Towns: Easy Read Report, Sally Robinson Jan 2015

In The Picture: Belonging And Connection In Country Towns: Easy Read Report, Sally Robinson

Professor Sally Robinson

No abstract provided.

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Investigation Of Post-School Transition Programs Being Provided For Students With An Intellectual Disability In Special Schools In Victoria, Sharon Clerke Dec 2014

Investigation Of Post-School Transition Programs Being Provided For Students With An Intellectual Disability In Special Schools In Victoria, Sharon Clerke

Sharon Clerke

Special Schools and Special Development Schools in Victoria cater for students with a range of disabilities both physical and intellectual, and are required to provide post-school transition education and career pathways for their students. This study aims to examine how a number of Special and Special Development Schools, collectively referred to as special schools, prepare students with an intellectual disability for post-school transition, which programs are being implemented and developed to ensure that these students are given the same opportunities as their non-disabled peers and what is regarded as a successful post-school outcome.

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Functional Analysis And Reduction Of Inappropriate Spitting, Stacy L. Carter, John J. Wheeler Dec 2006

Functional Analysis And Reduction Of Inappropriate Spitting, Stacy L. Carter, John J. Wheeler

John J. Wheeler

Functional analysis was used to determine the possible function of inappropriate spitting behavior of
an adult woman who had been diagnosed with profound mental retardation. Results of an initial descriptive
assessment indicated a possible attention function and led to an attention-based intervention, which was
deemed ineffective at reducing the frequency of spitting. A follow-up functional analysis revealed an automatic
function and an intervention of medication prescribed for gastro-esophageal reflux markedly reduced the
frequency of inappropriate spitting. The implications for using functional analysis as a means of identifying
biological events such as medical illness are discussed.

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Acquisition And Generalization Of Activity Schedules And Their Effects On Task Engagement In A Young Child With Autism In An Inclusive Pre-School Classroom, N. Gayle Massey, John J. Wheeler Aug 2001

Acquisition And Generalization Of Activity Schedules And Their Effects On Task Engagement In A Young Child With Autism In An Inclusive Pre-School Classroom, N. Gayle Massey, John J. Wheeler

John J. Wheeler

Efficacy of individualized activity schedules with a 4-year old child diagnosed with autism who attended an integrated public pre-school classroom was examined. Graduated physical guidance and a system of most-to-least prompts were used during skill acquisition stages with teacher proximity and level of prompts being eventually faded. A multiple baseline across activities (work and leisure) assessed performance across baseline, treatment, and maintenance conditions with stimulus generalization being assessed during a third activity (lunch). Results support the findings from MacDuff, Krantz, and McClannahan (1993) in that a child with autism can successfully acquire the skills necessary to independently follow activity schedules …

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An Exploratory Resource Allocation Model For Implementing Supported Employment Services, Philip S. Hall, John J. Wheeler Nov 1993

An Exploratory Resource Allocation Model For Implementing Supported Employment Services, Philip S. Hall, John J. Wheeler

John J. Wheeler

The purpose of this paper is to provide an exploratory resource allocation model for projecting the resource allocations necessary to implement community-based supported employment services to persons with mental retardation. The model relied on a survey of regional adult service and public school providers to obtain an estimate of the costs and time-lines required for job development. A multi-variate linear regression model was used to project the hours that would be required to develop a job site based on the size of the community, the rate of unemployment, and the percent of service jobs. The extant literature was used as …

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The Use Of Extended Follow-Along Procedures In A Supported Employment Setting, Paul Renzaglia, John J. Wheeler, Harold B. Hanson, Sidney R. Miller Feb 1991

The Use Of Extended Follow-Along Procedures In A Supported Employment Setting, Paul Renzaglia, John J. Wheeler, Harold B. Hanson, Sidney R. Miller

John J. Wheeler

This study is a follow-up to a study which previously appeared in Education and Training in Mental Retardation conducted by Wheeler, Bates, Marshall, and Miller (1988). The Wheeler et al., (1988) study examined the use of a self-monitoring procedure to remediate the social skills behaviors of a young man with Down syndrome (i.e., Phil) in a supported competitive employment setting. The present study, which was conducted six-months later demonstrates the efficacy of the follow-along component of the supported employment model and also demonstrates the use of a criterion-referenced assessment and treatment package to re-train technical job skills.

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Teaching Appropriate Social Behaviors To A Young Man With Moderate Mental Retardation In A Supported Competitive Employment Setting, John J. Wheeler, Paul Bates, Kathleen J. Marshall, Sidney R. Miller May 1988

Teaching Appropriate Social Behaviors To A Young Man With Moderate Mental Retardation In A Supported Competitive Employment Setting, John J. Wheeler, Paul Bates, Kathleen J. Marshall, Sidney R. Miller

John J. Wheeler

This study validated the efficacy of the supported employment model in maintaining the employment of a young man with Down Syndrome identified as moderately mentally retarded. In this study, social skills training and self-monitoring were used to remediate socially inappropriate behaviors which were jeopardizing his continued employment. Results of this investigation indicate that appropriate social behaviors were improved and maintained over the 38-week period with the level of trainer support also being systematically faded over time. The conclusions of this study provide guidelines for on-the-job training and follow-up procedures which have been found to be necessary in assisting persons with …

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