Assignment 5: Annotated Bibliography

Kimberly Harris
6800229
May 10, 2014

















Assignment 5: Annotated Bibliography

Introduction
As I have worked through my SRV Theory Implementation Plan, my goals and
plans have evolved and changed slightly. To make sure that I was on the right track, I
retraced my steps and ensured that I had followed the five basic steps in the SRV process
that Wolfensberger (2013) outlines as follows:
1. Become familiar with a partys wounds
2. Understand a partys risk factors for social devaluation
3. List a partys current social roles
4. Assess the impact of the roles a party has
5. Identify desired role goals

My goals for Kate are to help her maintain a positive role that she already has,
being an athlete and enable her to enter new positively valued roles within our school and
community, as a mentor and a friend. My plan is three-fold and although my SRV
implementation goals for Kate are closely related, I will list them separately here:
1. I, Kim Harris, will implement a plan in which a grade 9 student, who is
devalued, acts as an assistant coach to my grade 5 & 6 basketball/track and
field teams in the gym, every Tuesday and Thursday by April 8th, 2014.
2. I, Kim Harris, will train a grade 9 student, who is devalued, to compete in a
number of track and field events for a Special Olympics Track Meet, to be
held in May, every Day 5 during period 1 by April 17
th
, 2014.
3. I, Kim Harris, will assist my grade 9 student, who is devalued, to make and
maintain friendships by encouraging her to invite a buddy to attend
practices with her, every Day 5 during period 1 by April 17
th
, 2014.
The articles that I found and annotated support each of my goals. As I
communicate the implications for my SRV project, I will indicate which of my goals the
article is mostly closely related.



Research Article Analysis

Article reference:
Caldwell, J. (2010). Leadership development of
individuals with developmental disabilities in the
self-advocacy movement. Journal of Intellectual
Disability Research 54(11), 1004-1014.
doi:10.1111/j.1365-2788.2010.01326.x
Purpose of the study:
The purpose of the study was to expand our
knowledge about leadership development of
individuals with developmental disabilities.
Summarize the method in your own words.
Qualitative interviews were conducted with 13
leaders in the self-advocacy movement within the
U.S.A., which is a movement for people with
developmental disabilities building resiliency and
resistance to oppression. With leadership within
the movement transitioning from founders to
youth with disabilities, the age of participants
ranged from 21 to 61 years of age.
Draw a figurative representation.

http://www.wascleader.com/
List the outcomes in point form, underlining five
key words.
Four major themes emerged from the interviews
with the young leaders:
Disability oppression and resistance
Environmental supports and relationships
Leadership skills
Advanced leadership opportunities



Write two questions you have about the
research.
1. The article said that there are over
800 self-advocacy chapters in the
USA. Are there any chapters or
similar organisations in Canada?
2. Do these organisations have any
partnerships with schools and
professionals that assist students
with intellectual disabilities to
transition out of school settings?
Implications for change project (Goal #1)
The findings that came from this study have theoretical and practical implications.
Environmental supports and relationships contributed to the development of leadership skills as
well as opportunities. This study opened my eyes to oppression of students with disabilities
gaining leadership roles and even in an inclusive school setting, I could relate to the idea of
resistance that was presented in this paper. It is clear that as educators, we need to create
trusting relationships and provide opportunities for our students to gain leadership experience in
valued, leadership roles. As a teacher and leader in Special Education, I can model behaviour
that can lead to a number of positive roles for other students with special needs in my school.










Research Article Analysis

Article reference:
Borisov, C. & Reid, G. (2010). Students with
intellectual disabilities acting as tutors: an
interpretive phenomenological analysis. European
Journal of Special Needs Education 25(3), 295-
309. doi:10.1080/08856257.2010.492943
Purpose of the study:
The purpose of this study was to examine the
perceived benefits of five adolescents with an
intellectual disability functioning as tutors or
assistants in physical education.
Summarize the method in your own words.
Participants were five students with intellectual
disabilities ranging in age from 15 to 20 years old.
The study was conducted in physical education
classes, an intramural sports league and a swimming
program. The leaders were expected to interact
with students with a wide range of ability and their
exact roles and responsibilities were decided on by
the physical education teacher. Data was collected
in field observations, video recordings, pictures
from student-cameras and semi-structured
interviews.
Draw a figurative representation.

http://www.voices.mb.ca/content.asp?DocID=106&
CatID=4
List the outcomes in point form, underlining five
key words.
All participants expressed positive affect from
acting as a tutor to their peers. The following
themes came up in the experiences of the
participants:
Positive affect and enjoyment
Connectedness, both to other teachers and
those they assisted
Pride and accomplishment
Career aspirations
Self-identity as a helper
Responsibility towards others
Being a role model
Modification of behaviours
Altruism
Write two questions you have about the
research.
1. Has there been any subsequent research
about whether or not this leadership role
could be maintained long term and possibly
outside of school?
2. Have there been any similar studies in
countries other than the U.S.A?
Implications for change project (Goal #1)
This study was different from other studies because it examined the benefits of acting as a peer mentor
rather than being mentored by a peer. The participants all perceived benefits from acting as a peer
mentor and these went above and beyond simply holding a valued role. It is my hope that by having Kate
act as a mentor for students in our school that she will experience some of the benefits mentioned by
the participants above. It is my goal to have Kate experience self-identity as a mentor as well as feel
connectedness to the teachers and peers that are helping, as well as the students she is mentoring.







Research Article Analysis

Article reference:
Demark, J., Diamond, T., Lovald, B., & Weiss, J.
(2003). Involvement in Special Olympics and its
relations to self-concept and actual competency in
participants with developmental disabilities.
Research in Developmental Disabilities, 24(2003),
281-305. doi:10.1016/S0891-4222(03)00043-X
Purpose of the study:
The study examined the relations among
components of a physical activity program,
Special Olympics, and the self-concepts and
adaptive behaviours of individuals with
developmental disabilities.
Summarize the method in your own words.
There were ninety-seven participants involved in
this study, randomly selected from a selected
sample of one hundred and fifty people, all of whom
were Ontario Special Olympics athletes. A number
of measures were used to find information.
Demographic and involvement information was
assessed by a questionnaire given to parents of the
athletes prior to the meeting. The rest of the tests
were conducted during interviews between
researchers, the athletes and their parents with
each interview lasting approximately 60 minutes. IQ
was assessed using the K-BIT which is an
individually administered screener of intelligence.
Self-concept was measured using the Perceived
Competence Scale for Special Athletes. Competence
was assessed using the Adaptive Behaviour Scales,
which examines skill domains and measures adaptive
functioning.
Draw a figurative representation.




http://motivationalliteracy.com/building-self-
esteem/
List the outcomes in point form, underlining five
key words.
Like some other studies, this research supports the
fact that participation in Special Olympics can
promote positive self-concept and competency.
However, this study also broke it down further to
report on which components of the programming
improved self-concept and competency. The
following components were considered:
Time spent in Special Olympics
Number of medals won
Total Competitions
Only the total number of competitions proved to be
a predictor. It had been found that the more
competitions that an athlete takes part in, the more
positive their self-concept will be.
Write two questions you have about the
research.
1. What are the similarities/differences
between Special Olympics organizations
from province to province ie. Number of
competitions, types of competitions?
2. Is there any indication of which
activities proved to be better than
others in developing positive self-
concept?
3. Would a persons involvement in a
competition in a role other than athlete
provide the same benefits ie. Coach or
Volunteer?
Implications for change project (Goal #2)
This research supports the belief that participation in Special Olympics is beneficial for students with
intellectual disabilities. My student, Kate is now involved in the program in two capacities, as a peer
mentor as well as an athlete. With this study breaking down the components of competition into time
spent, medals won and total competitions, it is comforting to know that even if Kate doesnt have
overwhelming success with winning or a ton of practice time, that it is the total amount of competitions
that really predicts positive self-concept. This finding is definitely information that I plan to share
with my resource team and administration so that we can plan for more competitions for Kate and
other students with intellectual disabilities in our school.


Research Article Analysis
Article reference:
Estell, D., Jones, M., Pearl, R. & Van Acker, R. (2009).
Best friendships of students with and without
learning disabilities across late elementary school.
Exceptional Children 76(1), 110-124. Retrieved from
http://www.metapress.com.proxy2.lib.umanitoba.ca
/content/m2287656q3272603/?volume=
76&spage=110&issn=0014-
4029&issue=1&genre=article
Purpose of the study:
This study examined the friendships of students
with learning disabilities in classrooms.
Summarize the method in your own words.
This study was a part of a bigger investigation. A
survey was given to third and fourth grade students.
The administrator read the instructions out loud to
the elementary school students. In the end, 1351
students took part in the study. Students were asked
if they had a best friend and to name their best
friends from the class. Students were asked these
questions each semester for two years.

Draw a figurative representation.

http://leagueforcrippledchildren.com/load.kidwalk.h
tml
List the outcomes in point form, underlining five
key words.
Students with learning disabilities were as
likely to have at least one reciprocated
friend as students without disabilities.
Both students with and without learning
disabilities increased their number of friends
from fourth to sixth grade.
Students with learning disabilities had a
significantly higher proportion of friends who
also have learning disabilities.
Students with learning disabilities retained
fewer friends from one semester to the
next, suggesting less stable friendships.
Write two questions you have about the
research.
1. Was there any pre-teaching or preparation
from the classroom teacher in discussing
what it means to be a friend and
acceptance?
2. What was the classroom climate like and
what was the number of students in each
class?

Implications for change project (Goal #3)
One way that my change project has evolved since starting it is that while athlete and mentor are still
valued roles that I would like to help Kate attain, I also want to help create opportunities for Kate to make
and maintain friendships. The finding that students with learning disabilities retained fewer friendships and
had less stable friendships worries me. By facilitating opportunities for Kate to bring buddies to her
practices and to show them what she is capable of, I am hoping to help create friendships based on mutual
interest and respect, instead of pity. Based on these findings, it is clear that inclusion itself is not always
enough to ensure lasting friendships for our students with learning disabilities.



Research Article Analysis
Article reference:
Price, C., Schaefer, D., Simpkins, S., & Vest, A. (2011).
The contribution of extracurricular activities to
adolescent friendships: new insights through social
network analysis. Development Psychology 47(4), 1141-
1152. doi:10.1037/a0024091
Purpose of the study:
This study examined whether participating
in school-based extracurricular activities
supported adolescents school-based
friendships.
Summarize the method in your own words.
There were two surveys administered to students in
grade 7 through 12 from 132 different schools. One
survey was given at school and the other was given at
home, eight months later. To assess friendship network,
students were asked to identify their five closest
friends. To assess friendship hemophily, gender, race,
grade and social economic status were all indicators. To
assess activity co-participation, each student reported
which school-based organizations and clubs they
belonged.

Draw a figurative representation.

http://www.tumblr.com/search/family+circu
s?language=ko_KR
List the outcomes in point form, underlining five key
words.
Relations between activities and friendships
Adolescents were more likely to be friends if
they were similar in terms of demographic and
hemophily was strongest on grade.
Adolescents who participated in the same
activity were more likely to be friends than
adolescents.
Relations between activities and friendships across high
schools and middle schools
The odds of students in the same activity being
friends, compared to those not in the same
activity were 2.5 times greater in high school
compared to 2.1 times greater in middle school.
Relations between activities and friendships across
activity types
The odds of a friendship between two students
were 1.8 times higher if they shared a sport
compared with 2.3 times higher is the students
shared an arts activity.
Relations between activities and friendships across time
Co-participation in activities was associated
positively with friends remaining friends over
time.
Write two questions you have about the
research.
1. Was there any research in to
whether or not the friendships
remained after high school if the
activities that the participants took
part in became lifelong?
2. In terms of friendships, how often
did they see their friends and did
they see their friends outside of
school?
Implications for change project (Goal #3)
This study relates to my change project because of my plans to have Kate participate in Special
Olympics In The Schools program. The study provides evidence that activity co-participation
promotes new friendships. The events, practiced at school, are safe settings that are typically
voluntary and they allow interaction and fun. With some practices taking place at other schools, it is
possible that Kate may make lasting friendships with others as well. The fact that Kate is now being
encouraged to bring a buddy to her practices also related closely to the idea of co-participation and
friendship.


Research Article Analysis
Article reference:
Su, C. & Wuang, Y. (2012). Patterns of participation
and enjoyment in adolescents with Down syndrome.
Research in Developmental Disabilities 33(2012),
841-848. doi:10.1016/j.ridd.2011.12.008
Purpose of the study:
The purpose of this study was to determine
participation and enjoyment in young people
with Down Syndrome in Taiwan and to assess
how participation varies across gender,
cognitive and motor function variables.
Summarize the method in your own words.
The participants were 997 adolescents with Down
Syndrome from elementary and high schools in
Taiwan. The average age of the participants was 14
years and 4 months. There were a number of
instruments used in this study. A questionnaire was
given to gather demographic information. Motor
skills were tested using the Bruiniks-Oseretsky Test
of Motor Proficiency. In order to test IQ the
Wechsler Intelligence Scale for Children was used
which tests verbal and performance. The Childrens
Assessment of Participation and Enjoyment was used
to test what they children did over the past four
months. The tests were administered by occupational
and physical therapists and some participants had
assistance from their parents, particularly for the
demographic questionnaire. The study took three
years to complete.
Draw a figurative representation.

http://www.123rf.com/photo_12497371_sport-
characters-with-background-cartoon-
illustration.html

List the outcomes in point form, underlining five
key words.
91 participants did not participate in any
activity for the past 4 months
Formal Activities
Young people with better motor functions
spent more time participating in formal
activities
Individuals with intellectual disabilities often
experience exclusion from their peers and
that might limit their participation in formal
activities
Informal Activities
Youth with better cognitive ability and motor
function participated in wider variety of
informal activities
Write two questions you have about the
research.
1. Is this research, which was conducted
in Taiwan, consistent with similar
studies in other parts of the world?
2. Are schools in Taiwan inclusive when it
comes to students with special needs?
Implications for change project (Goal #2 and #3)
Although the student that I have created my change plan for does not have Down Syndrome, she does
share some characteristics with students who do have Down Syndrome. I would say that Kates motor
function is strong while her cognitive ability is very low. She is very much able to participate in formal
activities like basketball, soccer and track and field. It has been found that individuals with intellectual
disabilities often experience exclusion from their peers and that might limit their participation in
formal activities. This information helps supports my plan because it is true that students with
intellectual disabilities may need more encouragement to get involved and I will continue to provide
opportunities for my students to not only participate, but to also expand social networks through
activity.

Research Article Analysis

Article reference:
Mjelde-Mossey, L. (2008). Involving people with disabilities
in volunteer roles. Journal of Social Work in Disability &
Rehabilition 5(2), 19-30. doi:10.1300/J198v05n02_02
Purpose of the study:
The purpose of this study was to identify
barriers to volunteer opportunities for
people with disabilities.
Summarize the method in your own words.
The method used in this study was a questionnaire given to
agencies who utilize volunteers to determine the barriers.
There were twenty-six private and public agencies
surveyed. The questionnaire consisted of twelve questions
consisting of a general description of the agency, average
number of volunteers, concerns about volunteers with
disabilities and remedies to those concerns. There was also
an open-ended question asking for additional relevant
comments.

Draw a figurative representation.

http://www.clipartof.com/interior_wall_decor/detai
ls/Cartoon-Black-And-White-Outline-Design-Of-A-
Woman-Posting-A-Volunteers-Needed-Sign-On-A-
Bulletin-Board-Poster-Art-Print-441220
List the outcomes in point form, underlining five key
words.
A number of concerns were noted:
53% of participants were concerned about extra
time needed to supervise volunteers with
disabilities
50% of participants expressed concern about
extra time to train the volunteers
30% of participants expressed concerns about
transportation difficulties
34% of participants were concerned about extra
liabilities for volunteers with disabilities
When asked about possible remedies:
92% were open to utilizing on-going external
support for training of volunteers
76% of participants said yes to utilizing on-going
support in recruiting volunteers with disabilities
In the open-ended response, the following concerns were
brought up:
Sensitivity of other employees
Time
Building modifications
Disruption of the work environment
Productivity
Write two questions you have about the
research.
1. Did any of the agencies have
previous experience in having a
volunteer or employee with a
disability?
2. Was there any difference in the
agencies attitudes towards people
with physical disabilities
compared to people with
intellectual disabilities?
Implications for change project (Goal #1)
The findings in this study suggested that community interventions to develop and support volunteer
roles for people with disabilities were needed. The concerns that stood out to me were extra time to
train volunteers and the sensitivity of other employees. I believe that as the idea and practice of
inclusion becomes stronger in schools that the belief will continue to adult scenarios. For example, if
students in my school learn to focus on what Kate can do really well, rather than her limitations, they
will grow up to be adults that are much more open to inclusion in the workplace. Also, if we can start
the training of volunteers with disabilities early, in theory it will be easier for them to adjust to other
volunteers roles as adults.

Research Article Analysis
Article reference:
Bebbington, A., Bourke, J., Girdler, S., Leonard, H., &
Oates, A. (2011). Leisure participation for school-aged
children with Down syndrome. Disability and Rehabilitation,
33(19-20), 1880-1889. doi:10.3109/09638288.2011.553701
Purpose of the study:
The purpose of the study was to describe
leisure participation for school-aged
children with Down Syndrome and to
investigate how factors influence their
participation.
Summarize the method in your own words.
The Intellectual Disability Exploring Answers (IDEA)
identified people with Down Syndrome living in Western
Australia. A questionnaire was given to parents/guardians
with two sections, one for medical information and one for
family information. Data continued to be collected through
papers, online sessions and telephone interviews. The cases
were divided into two age groups for analysis including ages
5-12 and ages 13-18 years of age.
Draw a figurative representation.



http://mydaughtersdreams.blogspot.ca/2011
/04/all-are-my-friends.html
List the outcomes in point form, underlining five key
words.
The following are outcomes of the study:
One third of the children reported to have no
friends and those who reported to have friends,
had few and saw their friends less than once a
week
65% of the children were reported to participate
in no sports or only one sport
It was found that children with Down Syndrome
were more likely to participate in individual sports
and hobbies
Friendships for school-aged children with Down
Syndrome are suboptimal because opportunities to
practice social skills are being missed
Write two questions you have about the
research.
1. What was the parents
participation in physical
activities?
2. Were any of the students
involved in the study a participant
in Special Olympics?

Implications for change project (Goal #2 and #3)
Again, Kate does not have Down Syndrome but does share some characteristics with other students of
mine who do have Down Syndrome. One of my major concerns for Kate is that she does not have
friends. As my change project evolved, I wanted to not only help her to attain the positive roles of
coach and athlete but also the important role of being a friend and having friends. This research
supports my thinking that it can be difficult for students with intellectual disabilities to attain and
maintain friendships. I was not surprised that children with Down Syndrome were more likely to
participate in individual activities. The last finding, friendships for these children were suboptimal
because of missed opportunities to practice social skills, really stood out to me. Within my plan, I have
not only asked Kate to attend practices as a peer mentor but I have asked to her invite someone from
her class to attend along with her. I am hoping that here we can make up some of the missed
opportunities for social practice.





Research Article Analysis
Article reference:
Schwartz, K.D., Mactavish, J.B. & Lutfiyya, Z.M.
(2006). Making community connections: Educator
perspectives on transition planning for students
with intellectual disabilities. Exceptionality
Canada 16(2), 1-28. Retrieved from
https://universityofmanitoba.desire2learn.com/d
2l/le/content/112264/viewContent/443122/View
Purpose of the study:
The purpose of this study was to provide an
analysis of the perspectives of a small number of
Winnipeg educators on effectively preparing
students with intellectual disabilities for positive
transitions to adult life.
Summarize the method in your own words.
This was a qualitative study. The lead author
invited university students who were certified
teachers taking courses in special education, to
be interviewed for approximately one hour.
Questions were open-ended to allow for lots of
discussion around each question. The teachers
that were interviewed had varied years of
teaching experience from 2 years to 16 years.

Draw a figurative representation.
https://www.google.ca/search?hl=en&site=imghp&tbm=isch
&source=hp&biw=1366&bih=599&q=volunteers+needed+
cartoon&oq=volunteers+needed+cartoon
List the outcomes in point form, underlining
five key words.
The results to this study have been organized in
to sections.
Keys to Post-School Success
School integration
Social networks
Community involvement
Well-rounded education
Barriers to School Success
Negative attitudes
Lack of information about post-school
options
Administrative frustrations
How info. is currently being shared
Orientation meetings
Meet the teacher events
IEP meetings
Transition meetings
Report card meetings
Open house forums
Information meetings
Barriers to Information Dissemination
Inconsistency in teacher knowledge
Adult service system
Social workers
Lack of parental involvement
Write two questions you have about the
research.
1. Did any of the participating educators
speak of the Social Role Valorization theory
and/or have experience putting it into
practice?
2. Were any of the participants a part of,
what they would consider to be, successful
transitions to positive roles for their
devalued students?

Implications for change project (Goal #1,2 & 3)
This article had a number of implications for my change project and the plans I have for Kate. The
results suggest that a key to post-school success was community involvement. This related closely to
my plan because with Kates new involvement in Special Olympics in the School program, we are opening
doors for her to be involved in Special Olympics well into her adulthood. The barriers to post-school
success and information dissemination that stood out to me were the lack of information about
community involvement and lack of parental involvement. From the start, I have involved Kates parents
in the planning of Kates new schedule and responsibilities. It is our hope that her involvement as an
athlete, mentor and hopefully friend will help with her transition this year to high school. This article
supports our beliefs and our practices.


Research Article Analysis
Article reference:
Handyside, E., Heyman, B., Gillman, M., Newman, W., &
Swain, J. (1997). Alone in the crowd: How adults with
learning difficulties cope with social networks
problems. Soc. Sci. Med. 44(1), 41-53. Retrieved from
http://www.sciencedirect.com.proxy2.lib.umanitoba.ca
/science/article/pii/S0277953696000925
Purpose of the study:
The purpose of this study was to explore the
social network of adults with learning
disabilities and the relationship between
perceived social support and mental health.
Summarize the method in your own words.
There were 32 adults interviewed and they ranged in
age from 19-67 years. The interviews were taped and
covered a number of topics including leisure, daytime
activities, home life and personal relationships.
Draw a figurative representation.

http://peak-
personaltraining.blogspot.ca/2010/11/do-you-
have-enough-support.html
List the outcomes in point form, underlining five
key words.
From the personal stories shared it is clear that:
The adults did not have roles that they
themselves valued
The roles that the adults did have were not
confirmed by others
Lack of social worlds led to use of non-
confirmed identity and fatalism for the
participants
Write two questions you have about the
research.
1. Would these findings be similar for
young adults transitioning out of school?
2. Did the adults ever hold a valued role?

Implications for change project (Goal #1 and #3)
This study has implications for my implementation plan because it is my hope that Kate will not only hold
the valued roles of athlete, mentor and friend for the time that she is in school. I want her to be able
to maintain many, if not all of these roles well in to adulthood. It is important that Kate feels capable
and proud of what she does and that she knows that others around her value what she is doing as well.
Lastly, I want to, with the help of others in my school, create a social world for Kate.






References


Wolfensberger, W. (2013). A brief introduction to Social Role Valorization: A high order
concept for addressing the plight of societally devalued people and for
structuring human services (4
th
ed.) Plantagenet, ON: Valor Press.