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Each year, the TASH Conference strengthens the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world. This year’s conference theme, “Gateway to Equity,” explores inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs, in living a fair, just, and balanced life. Return to TASH website.

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Friday, December 2 • 10:20am - 11:10am
Involvement of Transition-Age Students with Severe Disabilities in Their Health Care at School LIMITED

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Limited Capacity seats available

This research presentation will begin with a brief introduction on the strengths and characteristics of students with severe disabilities and complex health care needs, and a description of policy statements and recommended best practices specific to teaching transition-age students involvement in their health care at school as self-care and self-determination skills. Next, the presenter will describe the objectives of the study to be discussed with session participants, which were (a) to understand how transition-age students with severe disabilities and complex health care needs are involved in their specialized health care procedures at school; (b) to understand school personnelŸ??s and familiesŸ?? beliefs about student involvement in their specialized health care procedures at school; and (c) how school personnel and families perceive the importance of student involvement in health care in relation to transition planning. Next the researcher will describe the participants, which were 9 secondary students and their respective special education teachers, school nurses, parents, and classroom nurses or paraprofessionals. Data collection included observations, interviews, demographic questionnaires, and document reviews. Findings and implications for research and practice will then be discussed. Key findings included limited student involvement in their specialized health care procedures at school. Adult participants all reported that they viewed student involvement in their health care as important self-determination skills that could lead to improved health advocacy and community participation in studentŸ??s adult lives. However, adult participants were unsure how to teach self-care and self-determination within the context of specialized health care procedures for students with significant intellectual, physical, and communication disabilities. Implications for research and practice will be discussed in relation to transition planning for this population. Towards the latter part of the the session, participants will be encouraged to share their personal experiences and ideas to brainstorm ways students can learn self-determination in their health care at school, as well as, at home and in the community. This research session proposal aligns to the TASH theme Ÿ??Gateway to EquityŸ? because it addresses a population with complex support needs that has been found to have diminished opportunities to learn autonomy and self-determination in their health care. Health care may be done to them and their bodies, without dignity and the opportunity to exercise control or learn independence. The right to learn to take an active role in maintaining and advocating for oneŸ??s health is a basic right necessary for Ÿ??living a fair, just, and balanced life.Ÿ? By the end of the session, participants will be able to: a) Define the strengths, characteristics, and transition needs of students with severe disabilities and complex health care needs. b) Summarize the role of student involvement in specialized health care procedures in relation to self-determination and health advocacy for students with severe disabilities and complex health care needs. c) Discuss strategies to promote improved adult outcomes for students with severe disabilities and complex health care need through instruction in self-care and self-determination in health care.

Speakers
SK

Stacy K Dymond

Professor | Department of Special Education | University of Illinois


Friday December 2, 2016 10:20am - 11:10am
Station Master Room Union Station Hotel St. Louis

Attendees (8)