The purpose of this paper is to examine the prevalence with which individuals with intellectual disability are housed in jails and prisons.
Abstract
Purpose
The purpose of this paper is to examine the prevalence with which individuals with intellectual disability are housed in jails and prisons.
Design/methodology/approach
This was a literature review of individuals with intellectual disability who are in prison.
Findings
Persons with intellectual disability are imprisoned approximately seven times more frequently than would be expected by their prevalence in the general population.
Research limitations/implications
Factors likely to contribute to this overrepresentation are reviewed, including need for supports and acquiescence of people with intellectual disability.
Practical implications
People who have intellectual disability do not receive needed supports and services in prison.
Social implications
Supports are needed to end this overreliance on prisons to support people who have intellectual disability.
Originality/value
The paper highlights the magnitude by which imprisonment exceeds the level that would be expected from population prevalence alone. It highlights the problems associated with insufficient funding and supports.
Details
Keywords
The education of students with intellectual disability, like all students, is influenced by assessments. For students with intellectual disability, assessment is used to evaluate…
Abstract
The education of students with intellectual disability, like all students, is influenced by assessments. For students with intellectual disability, assessment is used to evaluate individuals as having an intellectual disability (e.g., intellectual functioning assessments and adaptive behavior assessments), as well as to guide instruction and making decisions about what to teach. Throughout this chapter, the authors present assessments related to the determination of individuals having intellectual disability as well as ones that inform, guide, or evaluate instruction for students. In addition to presenting traditional assessment options for students with intellectual disability, the chapter also presents some innovative options for determining what to teach students with intellectual disability.
Details
Keywords
Jessica Herbert, Karissa Pelletier and Danielle Wallace
Given that formal training on autism is still a relatively infrequent occurrence for police officers, the objective of this study is to expose and describe the formal and…
Abstract
Purpose
Given that formal training on autism is still a relatively infrequent occurrence for police officers, the objective of this study is to expose and describe the formal and informal, nonorganizationally based means police officers receive on-the-job training regarding interactions with autistic individuals.
Design/methodology/approach
Using personal networks and snowball sampling, the authors interviewed 19 police officers from multiple US police departments who reported having known contact with an autistic individual while on duty. Interviews were transcribed and coded to identify themes describing formal training and informal means to learn about autistic persons during interactions.
Findings
The authors find that many officers received formal training on mental health, though few received specific training about autism. Most commonly, officers with a personal connection to autism (e.g. a child or loved one), passed down information and techniques to other officers on how to have positive encounters with autistic individuals. Officers also passed along field knowledge of known autistic individuals in patrol areas/beats to help others have positive interactions. Lastly, community members often assisted officers by sharing information about find where an individual may be located, may live or known personal characteristics/preferences.
Originality/value
Scholars examining police contact with autistic individuals infrequently detail the point of view and needs of officers in successfully interacting with this population. This work adds to this growing discussion by exposing how officers use personal experience, informal training and community members’ assistance as a stopgap for their general lack of training on how to interact with autistic individuals successfully and positively.
Details
Keywords
Dirk De Clercq, Mohammed Aboramadan and Yasir Mansoor Kundi
This study aims to understand how and when employees' pandemic fears influence their lateness attitude, with a particular focus on how this influence is mediated by emotional…
Abstract
Purpose
This study aims to understand how and when employees' pandemic fears influence their lateness attitude, with a particular focus on how this influence is mediated by emotional exhaustion and moderated by a perceived safety climate.
Design/methodology/approach
Survey data were collected among employees in the retail sector.
Findings
A core mechanism that explains the escalation of pandemic fears into beliefs that tardiness is acceptable is employees' sense that employees are emotionally overextended by work. The extent to which employees perceive that their organization prioritizes safety issues subdues this detrimental process though.
Practical implications
For human resource management (HRM) practice, the findings point to the notable danger that employees who cannot stop ruminating about an external crisis, and feel emotionally overburdened as a result, might compromise their own organizational standing by devoting less effort to punctuality. To disrupt this dynamic, HR managers can create organizational climates that emphasize safety practices.
Originality/value
This study adds to HRM research by revealing a pertinent source of personal adversity, pandemic fears, and how the fears affects tendencies to embrace tardiness at work. The study explicates how emotional exhaustion functions as a core conduit that connects this resource-draining condition with propensities to show up late, as well as how safety climate perceptions can buffer this translation.