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Feature Issue on Supporting the Social Well-Being of Children and Youth with Disabilities
Published by the Institute on Community Integration (UCEDD) and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota Volume 24 Number 1 Spring/Summer 2011
From the Editors
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.
Additional Bullying Prevention Resources (sidebar)
Managing Editor: Vicki Gaylord
Susan Palmer, Beach Center on Disability, University of Kansas, Lawrence
Linda Heyne, Department of Recreation and Leisure Studies, Ithaca College, Ithaca, New York
Jo Montie, Doors to Useful Learning, Minneapolis
Brian Abery, Institute on Community Integration, University of Minnesota, Minneapolis
Impact is published by the Institute on Community Integration (UCEDD), and the Research and Training Center on Community Living and Employment (RTC), College of Education and Human Development, University of Minnesota. This issue was supported, in part, by Grant #90DD0654 from the Administration on Developmental Disabilities (ADD), US Department of Health and Human Services to the Institute; and Grant #H133B080005 from the National Institute on Disability and Rehabilitation Research (NIDRR), US Department of Education, to the RTC.
The views expressed are those of the authors and do not necessarily reflect the views of the Institute, Center or University. The content does not necessarily represent the policy of the US Department of Education or the US Department of Health and Human Services, and endorsement by the Federal Government should not be assumed.
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Impact is available in alternative formats upon request. The University of Minnesota is an equal opportunity employer and educator.
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/241). Citation: Palmer, S., Heyne, L., Montie, J., Abery, B., & Gaylord, V. (Eds.). (Spring/Summer 2011). Impact: Feature Issue on Supporting the Social Well-Being of Children and Youth with Disabilities, 24(1). [Minneapolis: University of Minnesota, Institute on Community Integration].
The University of Minnesota is an equal opportunity employer and educator.