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Hughes, Carolyn; Harvey, Michelle; Cosgriff, Joseph; Reilly, Caitlin; Heilingoetter, Jamie; Brigham, Nicolette; Kaplan, Lauren; Bernstein, Rebekah – Research and Practice for Persons with Severe Disabilities, 2013
Limited social interaction typically occurs between high school students with autism and their general education peers unless programming is introduced to promote interaction. However, few published social interaction interventions have been conducted among high school students with autism and their general education classmates. Such studies…
Descriptors: High School Students, Peer Relationship, Interpersonal Competence, Autism
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Agran, Martin; Hughes, Carolyn – Research and Practice for Persons with Severe Disabilities, 2013
Voting represents, arguably, the most important right and responsibility of a citizen in a democracy. Nevertheless, few adults are with an intellectual or developmental disability vote, and few are provided systematic instruction on voting or how to participate in the political process. Regrettably, 44 states have disenfranchisement provisions…
Descriptors: Developmental Disabilities, Voting, Mental Retardation, Democracy
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Hughes, Carolyn; Kaplan, Lauren; Bernstein, Rebekah; Boykin, Michaela; Reilly, Caitlin; Brigham, Nicolette; Cosgriff, Joseph; Heilingoetter, Jamie; Harvey, Michelle – Research and Practice for Persons with Severe Disabilities, 2012
We reviewed studies to identify strategies effective at increasing social interaction skills across a range of secondary school students with autism and/or intellectual disability who experienced limited peer interaction. We were particularly interested in identifying strategies that involved peers and were effective at increasing peer interaction…
Descriptors: Intervention, Secondary School Students, Interpersonal Relationship, Autism
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Hughes, Carolyn; Golas, Melissa; Cosgriff, Joseph; Brigham, Nicolette; Edwards, Caitlin; Cashen, Kelly – Research and Practice for Persons with Severe Disabilities (RPSD), 2011
Incorporating general education peers into social skills instructional programs has been effective at increasing social interaction of high school students with intellectual disabilities and autism with their classmates. In this study, communication book use (Hughes et al., 2000), combined with providing the opportunity to interact, was associated…
Descriptors: Inclusion, General Education, Mental Retardation, Autism
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Hughes, Carolyn; Avoke, Selete K. – Research and Practice for Persons with Severe Disabilities (RPSD), 2010
Despite more than 40 years of legislation to improve the outcomes of children and youth with disabilities and those growing up in poverty, vast numbers of adults with severe disabilities are unemployed or underemployed and living in poverty. This article suggests that one of the factors maintaining the problem is our failure to acknowledge the…
Descriptors: Poverty, Quality of Life, Severe Disabilities, Poverty Programs
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Hughes, Carolyn; McDonald, Meghan L. – Research and Practice for Persons with Severe Disabilities (RPSD), 2008
Storey (2008), in his eloquent and timely critique of the Special Olympics and his call to close it down, focuses on the failure of the Special Olympics to achieve the goal of social integration and sustained social interaction among people with intellectual disabilities and their peers without a disability label. The authors wholeheartedly agree…
Descriptors: Recreational Activities, Stereotypes, Child Abuse, Social Integration
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Hughes, Carolyn – Research and Practice for Persons with Severe Disabilities (RPSD), 2008
Numerous studies show that employment, community participation, and postsecondary training rates of students with severe disabilities after leaving high school are the lowest of all disability categories and compare unfavorably to those of their peers without disabilities. In addition, outcomes generally do not improve as these students age. Certo…
Descriptors: Supported Employment, Independent Living, Community Involvement, Disabilities
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Carter, Erik W.; Hughes, Carolyn – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Increasing the participation of youth with severe disabilities in general education has remained a consistent and prominent focus of legislative, policy, and research initiatives. We examined the perceptions of high school staff regarding the goals, barriers, benefits, outcomes, and supports associated with including adolescents with severe…
Descriptors: General Education, Disabilities, Special Education Teachers, Attitudes toward Disabilities
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Carter, Erik W.; Hughes, Carolyn – Research and Practice for Persons with Severe Disabilities (RPSD), 2005
Research indicates that peer interaction can have a substantial impact on the lives of adolescents with disabilities. However, social interaction among adolescents with intellectual disabilities and their general education peers typically occurs infrequently in secondary schools. This paper provides a critical analysis of twenty-six empirical…
Descriptors: Regular and Special Education Relationship, Disabilities, Special Needs Students, Mental Retardation