Ayodeji E. Oke, Seyi S. Stephen and Clinton O. Aigbavboa
This chapter outlines the progression in the development of educational settings and services for students with visual impairments over the past several hundred years. Information…
Abstract
This chapter outlines the progression in the development of educational settings and services for students with visual impairments over the past several hundred years. Information is provided that explains how the education systems have advanced to the present state for students who are blind or have low vision. An explanation of the professionals who support the unique disability-specific needs of students with visual impairments in inclusive settings is also presented. This chapter concludes with a discussion of current issues related to the inclusion of students with visual impairments including personnel shortages, technological developments, and unemployment rates.
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Molly Pasley and Stacy M. Kelly
This chapter discusses what special education means for students with visual impairments (that is, those who are blind or have low vision) including what is being done and how…
Abstract
This chapter discusses what special education means for students with visual impairments (that is, those who are blind or have low vision) including what is being done and how traditions are maintained. More specifically, this chapter explores the importance of advancing values for the diverse population of students with visual impairments, focusing on cultivation of supportive, inclusive, and collaborative educational environments that continue to stand the test of time. This chapter highlights the increasing heterogeneity of this population of students and specific instructional strategies to support the cultural and linguistic diversity of learners with visual impairments in today's classrooms. This chapter also discusses the significance of promoting core concepts that are rooted in a traditional and specialized instructional framework for students who are visually impaired.
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Purpose: This chapter problematizes the philosophical origins of direct funding models in a normative conception of independence that ignores and obscures the fundamentally…
Abstract
Purpose: This chapter problematizes the philosophical origins of direct funding models in a normative conception of independence that ignores and obscures the fundamentally relational nature of care work.
Approach: The study adopts a reflexive ethnographic methodological approach. In-depth, semistructured interviews were conducted with 19 participants variously involved with direct-funded attendant services (disabled “self-managers,” “attendant” employees, other members of self-managers’ support networks, and program staff). Additional data sources included the author's reflexive journaling and publicly available policy and program materials. The present analysis interrogated the impact of systemic constraints (i.e., limited funding) on the organization and management of attendant services.
Findings: The data illuminate how systemic constraints draw the interests of self-managers and attendants into tension, despite the affective relationality of the work they do together. The findings present four strategies self-managers adopt to maximize support hours, including: splitting shifts, strategic hiring, dynamic resource management, and supplementing remuneration. These findings suggest it is not vulnerability to each other that represents an ongoing concern for self-managers and attendants, so much as exploitation by a system that capitalizes on the oppression of both groups.
Implication/ Value: Disabled people and care workers have been and continue to be constructed as opposing interest groups. However, there is great potential in disabled people and care workers joining a united front to lobby for their common, often interrelated interests. Direct funding models are an important evolution of support services, but where they fail to attend to the relational nature of care work, we must continue to pursue more inclusive solutions.
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This chapter discusses the elements of interventions provided to students who are visually impaired within the context of past instructional advancements still in effect today and…
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This chapter discusses the elements of interventions provided to students who are visually impaired within the context of past instructional advancements still in effect today and current instructional advancements preparing the field for tomorrow. Disability-specific interventions and the theoretical framework that encompasses the unique areas of instruction for students with visual impairments are described. Important additional considerations of interventions for students with visual impairments are presented. Needs of students who are visually impaired, alignment with state standards, management of limited instructional time, and shortage of qualified specialists who teach students with visual impairments are examples of significant matters to be considered for effective instructional practice in present-day classrooms.
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Leanne M. Kelly, Julia Goodall and Lauren Lombardi
This paper relays the process the authors used to develop a monitoring and evaluation (M&E) framework in the emergency services team at Australian Red Cross. The paper aims to…
Abstract
Purpose
This paper relays the process the authors used to develop a monitoring and evaluation (M&E) framework in the emergency services team at Australian Red Cross. The paper aims to provide useful information and guidance to support others to build and improve their M&E frameworks, which are fundamental for guiding achievement of department or organisational goals.
Design/methodology/approach
This paper uses a case study to describe the participatory agile methodology applied to develop the framework. The completed framework includes indicators mined from pre-existing literature and highlights the benefits of using an agile and participatory approach to cultivate user buy-in, enhance operational relevance and create timely results.
Findings
Development of the M&E framework streamlined measurement across the team, improved programmatic strategic alignment, identified gaps in data collection and promoted utilisation of evaluative information. Additionally, it was an exercise in evaluation capacity building, with many process uses, which positively influenced the implementation stage.
Originality/value
There are very few scholarly papers that outline the process taken to develop M&E frameworks, and none in the humanitarian, emergency services field. Additionally, this paper offers an innovative use of agile in facilitating a collaborative, sustainable and meaningful framework.
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The association between income distribution and measures of health has been well established such that societies with smaller income differences between rich and poor people have…
Abstract
The association between income distribution and measures of health has been well established such that societies with smaller income differences between rich and poor people have increased longevity (Wilkinson, 1996). While more egalitarian societies tend to have better health, in most developed societies people lower down the social scale have death rates two to four times higher than those nearer the top. Inequities in income distribution and the consequent disparities in health status are particularly problematic for many women, including single mothers, older women, and women of colour. The feminization of poverty is the rapidly increasing proportion of women in the adult poverty population (Doyal, 1995; Fraser, 1987).