The Future of Disability in Alaska Summit & Follow-up Survey
Keyword
disabilitydisabilities
disability policy
disability services
disability justice
disability rights
human rights
housing
advocacy
human relationshipseconomic stabilitysocioeconomicshealthwellnesshealthcare
Metadata
Show full item recordAbstract
The Future of Disability in Alaska Summit was held in Anchorage in the summer of 2013, May 9-10. The purpose was to gather perspectives from a diverse group of stakeholders to inform a vision of the future for people with disabilities in Alaska in five broad topical areas: 1) Housing Arrangements, 2) Advocacy, 3) Relationships, 4) Economic Wellbeing, and 5) Health. About 76 stakeholders participated in the summit including people with disabilities, family members, advocates, service providers, policymakers, and others. A follow-up online survey was conducted to gather information from a broader range of stakeholders and to get a sense of the highest priorities in each area. The purpose of the report and other products coming out of this effort is to inspire stakeholders to periodically reflect, individually and in groups, on how they are working toward the vision in a relevant area and taking action in the context of advocacy, policy/regulation, funding, and services/resources. The report states a vision for each of the five topical areas and includes many suggested strategies to accomplish it.Table of Contents
List of Tables / Executive Summary / Introduction / Method / Participants / ResultsDate
2013-12Publisher
Center for Human Development, University of Alaska AnchorageType
ReportCollections
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc/4.0/
Related items
Showing items related by title, author, creator and subject.
-
Multimodal meaning making with culturally responsive images: designing tasks for 6th - 8th grade special education studentsThe following study describes the patterns that emerged from collaborative tasks among middle school students within a special education intervention class in rural Alaska. The study integrated the multiliteracies pedagogy, as well as multimodalities and task-based language teaching. The tasks utilized culturally appropriate illustrations to promote collaborative discussion throughout a structured set of five tasks. The research aims to answer the following question: How do sixth through eighth grade students co-construct meaning when doing tasks that incorporate culturally appropriate images? Three students native to the community participated in this study over a two-month period. The tasks were designed around culturally relevant illustrations allowing students to use their funds of knowledge as they collaborated to complete the tasks. The data collection included field notes, class artifacts, video and audio recordings, and student interviews. The data presented multimodal events where students utilized their semiotic resources and funds of knowledge to make meaning during each task. The analysis revealed telling incidents of multimodal meaning making moments where culturally relevant resources support the application of funds of knowledge. The analysis also uncovered critical insights for the task design variables which can impact the ending outcome and final product of a task. As a result, I encourage the use of open-ended tasks addressing multimodal teaching to encourage culturally relevant meaning making moments, particularly within special education settings.
-
Transition Planning for Secondary Students with Learning Disabilities: A Meta-SynthesisDespite increasing legal requirements in planning and documentation, transition outcomes for secondary LD students continue to fall short of pre-graduation expectations. As students move from the supportive and controlled environment of public school education systems to the less structured world of work or post-secondary education, a myriad of skills, supports, and coordinated efforts are needed for optimal outcomes. As the number of students qualifying for services continues to rise, analysis of the shortcomings and successes of the current special education transition strategies is becoming increasingly important. This meta-synthesis of the literature on transitioning secondary LD students investigates the realities of secondary transition planning and the difficulties in implementation.
-
The Effects of Inclusion and Pull-Out Models: Emotionally, Socially and AcademicallyThe purpose of this study was to explore whether the traditional pull-out method or the inclusion model was more effective for students with disabilities, both emotionally and academically. This study focused on the emotional effect that pull-out and inclusion models had on students with disabilities. It also compared the academic growth of elementary school-aged children with disabilities within the pull-out and inclusion classrooms. The results of this study indicated that children with disabilities are more likely to get bullied than their non-disabled peers. Bullying effects children’s incentive to do well in school. In addition to bullying, students are more likely to be successful in their least restrictive environment (LRE) serviced by the inclusion model. In fact, students are able to build up their self-esteem, confidence, and even academic weaknesses when receiving their education with their non-disabled peers within the inclusive setting.
