Feature Issue on Supporting the Social Well-Being of Children and Youth with Disabilities. Impact. Volume 24, Number 1, Spring [electronic resource] : Summer 2011 / Susan Palmer, Ed., Linda Heyne, Ed. and Jo Montie, Ed.
Social well-being is essential to overall health and quality of life for all children, youth, and adults. However, children and youth with disabilities are often at higher risk for experiencing lower levels of social, and related emotional, well-being than their peers without disabilities. They are...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2011.
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| 110 | 2 | |a University of Minnesota. |b Institute on Community Integration. | |
| 245 | 1 | 0 | |a Feature Issue on Supporting the Social Well-Being of Children and Youth with Disabilities. Impact. Volume 24, Number 1, Spring |h [electronic resource] : |b Summer 2011 / |c Susan Palmer, Ed., Linda Heyne, Ed. and Jo Montie, Ed. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 2011. | ||
| 300 | |a 40 p. | ||
| 500 | |a Availability: Institute on Community Integration. University of Minnesota, 109 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455. Tel: 612-624-4512; Fax: 612-624-9344; e-mail: icipub@umn.edu; Web site: http://www.ici.umn.edu. |5 ericd. | ||
| 500 | |a Sponsoring Agency: US Department of Health and Human Services. |5 ericd. | ||
| 500 | |a Sponsoring Agency: National Institute on Disability and Rehabilitation Research (ED/OSERS). |5 ericd. | ||
| 500 | |a Abstractor: ERIC. |5 ericd. | ||
| 500 | |a Educational level discussed: Grade 3. | ||
| 516 | |a Text (Collected Works, Serials) | ||
| 520 | |a Social well-being is essential to overall health and quality of life for all children, youth, and adults. However, children and youth with disabilities are often at higher risk for experiencing lower levels of social, and related emotional, well-being than their peers without disabilities. They are among those more likely to be bullied and harassed, have a small number of friends, participate in few extracurricular activities, and generally be connected to few people outside their families. This means that the adults in their lives need to be proactive in supporting and strengthening the social well-being of these young people. This "Impact" issue brings together a collection of practical and insightful articles related to supporting the social well-being of children and youth with intellectual, developmental and other disabilities in the settings where they live their lives: schools, youth programs, neighborhoods, communities, homes. Its primary focus is on what adults can do to create and sustain environments that contribute to social well-being, rather than social harm, for these young people as well as their peers without disabilities. It includes personal stories of young people, their families and friends; practical strategies for school and community settings; research summaries and profiles of successful programs; and resources for use by educators, families, youth leaders, and others who desire to support the social growth and well-being of all our young people. Articles in this issue include: (1) A Dream Come True (Ashley Voran and Susan B. Palmer); (2) Social and Emotional Well-Being of Children and Youth with Disabilities: A Brief Overview (Jo Montie and Brian Abery); (3) MyaGrace is Going to Dance: A Third Grader's Journey in Social Growth (Vera Stroup-Rentier); (4) Advocating for Children's Social-Emotional Well-Being in Educational Settings: Tips for Families (Susan B. Palmer); (5) Where Does Social-Emotional Well-Being Fit into the School Curriculum? (Lynn Stansberry Brusnahan and Shelley Neilsen Gatti); (6) Five Ways Adults Can Support the Social Success of Students with Social Learning Challenges (Brenda Smith Myles); (7) To Serve and Protect: A Dad's Reflections (Kurt Kondrich); (8) Supporting Friendship Development For Students with Low-Incidence Disabilities (Amy T. Parker); (9) Creating Social Capital: One Family's Experience (Diane Halpin); (10) Social-Emotional Well-Being of Students with Disabilities: The Importance of Student Support Staff (Linda Taylor and Howard Adelman); (11) Therapeutic Recreation in Schools: Supporting Children's Social and Emotional Well-Being (Linda Heyne and Lynn Anderson); (12) "Mom and Dad...I Sure Could Use More of This!" (Rob Foote and Sheila Foote); (13) Making Friends: Thoughts From Young Adults with Disabilities (Pamela Momon, Comp.); (14) Bullying Among Children and Youth with Disabilities and Special Needs; (15) Student Social-Emotional Well-Being: The Role of Administrators and State Education Agencies (Sandra Berndt and Eva Kubinski); (16) Inclusive Classrooms: Achieving Success for All Students (Kathleen G. Winterman); (17) School-Wide Positive Behavioral Support: Promoting Social-Emotional Well-Being of All (Amy McCart and Nikki Wolf); (18) Preparing for Adult Life: Important Social Skills for High School Students (Christine D. Bremer, Sharon Mule,, and John G. Smith); (19) Finding a Sense of Belonging Through Disability Culture and Pride (Nick Wilkie); (20) Using Recreation to Support the Social Well-Being of Children and Youth (Ann Hoffer, Mary McKeown, and Linda Heyne); (21) Structuring Recreation and Youth Programs to Facilitate Social Inclusion (Lynn Anderson and Linda Heyne); and (22) Social Networking Sites: Consider the Benefits, Concerns for Your Teenager (Julie Holmquist). (Individual articles contain references and tables.) [This content is co-published by the Research and Training Center on Community Living.] | ||
| 524 | |a Institute on Community Integration. |2 ericd. | ||
| 650 | 0 | 7 | |a Neighborhoods. |2 ericd. |
| 650 | 0 | 7 | |a Socialization. |2 ericd. |
| 650 | 0 | 7 | |a Extracurricular Activities. |2 ericd. |
| 650 | 0 | 7 | |a Youth Programs. |2 ericd. |
| 650 | 0 | 7 | |a Quality of Life. |2 ericd. |
| 650 | 0 | 7 | |a Disabilities. |2 ericd. |
| 650 | 0 | 7 | |a Young Adults. |2 ericd. |
| 650 | 0 | 7 | |a Program Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a State Departments of Education. |2 ericd. |
| 650 | 0 | 7 | |a Personal Narratives. |2 ericd. |
| 650 | 0 | 7 | |a Friendship. |2 ericd. |
| 650 | 0 | 7 | |a Bullying. |2 ericd. |
| 650 | 0 | 7 | |a Well Being. |2 ericd. |
| 650 | 0 | 7 | |a At Risk Persons. |2 ericd. |
| 650 | 0 | 7 | |a Interpersonal Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Social Development. |2 ericd. |
| 650 | 0 | 7 | |a Advocacy. |2 ericd. |
| 650 | 0 | 7 | |a Family Role. |2 ericd. |
| 650 | 0 | 7 | |a Adults. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Role. |2 ericd. |
| 650 | 0 | 7 | |a Parent Role. |2 ericd. |
| 650 | 0 | 7 | |a Fathers. |2 ericd. |
| 650 | 0 | 7 | |a Paraprofessional School Personnel. |2 ericd. |
| 650 | 0 | 7 | |a Emotional Development. |2 ericd. |
| 650 | 0 | 7 | |a Administrator Role. |2 ericd. |
| 650 | 0 | 7 | |a Inclusion. |2 ericd. |
| 650 | 0 | 7 | |a Mainstreaming. |2 ericd. |
| 650 | 0 | 7 | |a Behavior Modification. |2 ericd. |
| 650 | 0 | 7 | |a Educational Environment. |2 ericd. |
| 650 | 0 | 7 | |a Recreational Activities. |2 ericd. |
| 650 | 0 | 7 | |a Social Networks. |2 ericd. |
| 655 | 7 | |a Collected Works, Serials. |2 ericd. | |
| 700 | 1 | |a Palmer, Susan. | |
| 700 | 1 | |a Heyne, Linda. | |
| 700 | 1 | |a Montie, Jo. | |
| 700 | 1 | |a Abery, Brian. | |
| 710 | 2 | |a University of Minnesota, Institute on Community Integration. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED523234.pdf |z Full Text (via ERIC) |
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