Encouraging young adults with a disability to be independent in their journey to work: A segmentation and application of Theory of Planned Behaviour approach

Education Makes the Difference: Work Preferences of Young Adults with Physical Disability

This study focused on the work preferences of young adults with physical disabilities (YAPD) in Israel and the variables that affect those preferences. The theory of planned behavior (TPB) was employed to explain work preferences. We examined direct and indirect links between education and socioeconomic status (SES) in a comprehensive model that tested the mediating role of the TPB and self-assessed health. A cross-sectional study was conducted throughout 2017. Participants included 348 YAPD aged 18–30 not yet integrated into the workforce. Exploratory factor analysis of work preferences yielded three dependent variables: ‘intention to work’, ‘interest, security, and advancement at work’, and ‘willingness to work in the free market’. Data analysis included correlations and path analysis by structural equation modeling. Education was positively associated with all work preferences, while SES was positively associated with ‘interest, security, and advancement at work’. Subjective norms mediated the relation between education and ‘intention to work’ and ‘interest, security, and advancement at work’. Self-efficacy mediated the relation between SES and ‘interest, security, and advancement at work’. Finally, self-assessed health mediated between SES and self-efficacy. Education is a crucial human capital in predicting work preferences of YAPD. The TPB components are important factors in predicting work preferences.

Service learning: Nursing students' civic engagement with diverse populations of children with special needs

PURPOSE

There is limited knowledge of nursing students' perspectives about engagement with special needs populations. The purpose of this study was to identify the advantages/benefits and disadvantages/challenges of nursing students' engagement experience with children with special mental and physical disabilities. Recommendations to enhance student engagement experiences were also provided.

METHODS

A descriptive, qualitative design was employed. Undergraduate nursing students (N = 28) responded to open-ended questions about their civic engagement experiences at a community-based, respite care program for children with special needs. Student accounts underwent directed content analysis, with coding, category and theme development according to the Theory of Planned Behavior. The Atlas.Ti computer program was used to manage the data.

RESULTS

Advantages/Benefits: Filling cognitive and experiential learning gaps, rewarding connections/relationships, positive emotions, perceptions and interactions, and fun and stress relief. Disadvantage/challenges: Managing negative/uncomfortable emotions and uncertainty, witnessing and managing disruptive behaviors, negative perceptions of program operations/expectations.

CONCLUSIONS

Students experienced cognitive, emotional, interpersonal and educational advantages and/or disadvantages while engaging with this defined population.

PRACTICE IMPLICATIONS

To enhance engagement faculty can provide education and anticipatory guidance, detail responsibilities and expectations, and/or utilize simulation for student preparation. Nurses and researchers can utilize community based participatory methods to guide discussions with community-based organizations to collaboratively develop strategies to institute, evaluate and enhance student engagement during service learning experiences with children who have special needs.

Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder

This study investigated the effects of an inclusive physical activity (IPA) program on the motor and social skills and attitudes of students with and without autism spectrum disorder (ASD). The study sample consisted of 45 ASD and typical development (TD) students aged between 6 and 11 years. The students were randomly divided into two groups: a training group consisting of 27 students (n = 13 with ASD and n = 14 with TD) and a control group consisting of 18 students (n = 9 with ASD and n = 9 with TD). In conclusion, the IPA program increased the motor and social skills of the ASD students and improved the motor skills of the TD students and positively affected their attitudes towards the ASD students.