Judith M. S. Gross

The Perspectives of Students with and without Disabilities on Inclusive Schools.

The purpose of this study was to examine the experiences of students with and without disabilities being educated in inclusive schools, documenting their perceptions of the culture of their school, inclusion, and the practices that were implemented to support all students. Focus groups were conducted with 86 students with and without disabilities from six schools that were recognized as exemplars of inclusive schoolwide practices. Three major themes emerged: (a) students’ sense of belonging in their school culture, (b) inclusion and its impact on students, and (c) school and classroom practices, such as positive behavior support systems, co-teaching, and instructional practices related to student self-determination and direction, feedback and re-teaching, multiple means of representation and expression, and technology utilization. Implications of these findings for implementing inclusive practices in other schools are discussed.

Examining the Experiences and Decisions of Parents/Guardians: Participant Directing the Supports and Services of Adults With Significant Intellectual and Developmental Disabilities

Participant direction is a service delivery model in which the consumer of public benefits, or his or her surrogate decision maker, exercises some level of choice and control over the consumer’s supports and services. In this case study, the authors examined the decisions and experiences of parents/guardians who directed supports and services for an adult with significant intellectual and developmental disabilities (SIDD). Respondents included the parents/guardian of the adult as well as others in the circle of support identified by the parents/guardians. Data analysis revealed an overarching theme in which respondents perceived participant direction as a means to achieve an end, with the end being their desired outcomes for the adult with SIDD. Implications for policy include developing and providing supportive services to adults with SIDD and their parents/guardians due to the increased responsibilities associated with directing supports and services for the adult with a SIDD.

Evaluating the Effectiveness of the Family Employment Awareness Training in Kansas: A Pilot Study.

Working in competitive employment (employment in community settings with nondisabled peers for minimum wage or higher) has many positive benefits for people with disabilities who have individualized support needs (Johannesen, McGrew, Griss, & Born, 2007). Nonetheless, many of these individuals work in segregated settings or are unemployed entirely (National Disability Rights Network, 2011). The Family Employment Awareness Training (FEAT) in Kansas sought to increase expectations for competitive employment and knowledge about employment services, supports, and resources among people with disabilities who have individualized support needs, their families, and the professionals that support them to increase competitive employment outcomes. Our findings from this pilot study indicate that FEAT succeeded in raising expectations and knowledge among these individuals.

Understanding Barriers to Competitive Employment: A Family Perspective

Abstract This study reports the results of a survey and interviews with families who attended Family Employment Awareness Training (FEAT), a training designed to increase expectations for competiti...

Fostering Family–School and Community–School Partnerships in Inclusive Schools: Using Practice as a Guide

Partnerships between school staff, families, and community members are vital for ensuring the success of all students in inclusive schools. This article reports the results of a synthesis of two original studies: one study that examined the perspectives of family members and another study that examined the perspectives of community partners in developing partnerships with school staff at six inclusive knowledge development sites located in five geographic regions within the United States. The current synthesis study analyzes the original studies’ overlapping themes to inform concentrated efforts aimed at strengthening family and community partnerships in inclusive schools. Themes of this synthesis study include positive, inviting, and inclusive school culture; strong administrative leadership driven by a clear vision of inclusion; attributes of trusting partnerships; and opportunities for reciprocal partnerships and involvement. Implications for practice and research are discussed.

The Family Employment Awareness Training (FEAT): A mixed-method follow-up

This is the authors accepted manuscript. The original publication is available at http://dx.doi.org/10.3233/JVR-130652.

Identifying and Defining the Structures That Guide the Implementation of Participant Direction Programs and Support Program Participants A Document Analysis

Participant direction (PD) programs offer the individual with a disability or his or her surrogate decision maker varying degrees of choice and control over the individual’s supports and services. We conducted a document analysis using grounded theory methods to identify the design elements of participant direction programs in long-term care. We analyzed 53 documents across multiple disabilities and funding sources. We identified and defined two major components of participant direction programs: policy and aid and assistance. The component of policy was represented by three structures that guide implementation of participant direction programs: (a) option to participant-direct, (b) participation stipulations, and (c) provider qualifications. The component of aid and assistance was represented by 11 structures that support program participants: (a) financial management services, (b) employer of record, (c) emergency back-up, (d) worker registry, (e) advice/counseling, (f) managerial assistance, (g) information dissemination products, (h) service quality monitoring, (i) service coordination, (j) participant training, and (k) provider training. Each structure was represented by one or more continua depicting the range of choice and control participants may have over the structure. The findings of this study have implications for improving the standardization of research on participant direction programs and the development of long-term care policy.

An Exploratory Investigation into Family Perspectives after the Family Employment Awareness Training.

Competitive employment (i.e., employment in community settings among people without disabilities for minimum wage or higher) improves quality of life for people with disabilities who have individualized support needs (ISN). However, attaining competitive employment can be challenging for people with ISN. This study used a mixed methods design to evaluate the perspectives of 68 families who attended the Family Employment Awareness Training (FEAT). Findings indicated that families who attended FEAT (a) accessed competitive employment resources following FEAT and (b) reported competitive employment outcomes for their family members with ISN following FEAT. We discuss implications of these findings and recommendations for future research.

Family Employment Awareness Training (FEAT) in Kansas: Description of a family- focused intervention and the rationale supporting it

BACKGROUND: In 2010-2012, the Kansas Division on Health Care Finance used Medicaid Infrastructure Grant monies to fund the development and implementation of an employment intervention for young adults with disabilities and their families. Family Employment Awareness Training (FEAT), a family-focused employment intervention, had two major goals: (a) increase participants’ expectations for the competitive employment of people with individualized support needs (ISN) in their community and (b) increase participants’ knowledge of state and federal employment resources to support the employment of people with ISN. Short- and intermediate-term research indicates that FEAT increased participants’ expectations and knowledge (Francis, Gross, Turnbull, & Parent-Johnson, 2013; Francis, Gross, Turnbull, & Turnbull, 2013) and impacted long-term employment outcomes (Francis, Gross, Turnbull, & Turnbull, 2015). OBJECTIVE: In this manuscript, we provide a detailed description of FEAT, discuss the challenges of implementing it, and share future directions for this family-focused intervention. PROGRAM DESCRIPTION: FEAT is a two-day, family-focused intervention designed to increase expectations and knowledge regarding the employment of people with disabilities. FEAT was iteratively designed, incorporating stakeholder feedback, resulting in model emphasizing small group activities, networking, and technical assistance. CONCLUSION: Currently, more rigorous research is being conducted to assess FEAT’s efficacy. Future plans include adapting the model to other domains (e.g., housing, community participation) and other target populations (e.g., teachers, employment specialists).

Hispanic Caregiver Experiences Supporting Positive Postschool Outcomes for Young Adults With Disabilities

The rate of competitive employment, or employment in community settings for minimum wage or higher, of working-age individuals with disabilities trails behind individuals without disabilities in the United States. These statistics are even more alarming among Hispanic individuals who have disabilities. The purpose of this study was to explore the negative and positive experiences of Hispanic caregivers from a Midwestern state as they support their family members with disabilities to achieve positive postschool outcomes, including competitive employment. We conducted semistructured interviews with 13 caregivers of family members with disabilities aged 14-25 years. Three key themes emerged from our analysis: (a) negative experiences with school educators, (b) negative experiences with community-based service providers, and (c) positive experiences and strategies for overcoming barriers. Implications for practice and future research are discussed.