Tag: Health/Recreation

Fight for it! Dance to it! — Improving Psychophysiological Outcomes in Youth with Neurodevelopmental Disabilities

This effort reports on findings from more than 105 hours of assistance/observation with adaptive dance and martial arts involving over 30 youth across a span of 17 months. Content from assisting, observing, and discussions with adaptive dance and martial arts experts is referenced, examined, and interpreted. Insights and lessons learned from the University of Kentucky Human Development Institute’s work with the Adaptive Martial Arts Association to develop national standards, guidance codified in Spectrum SKILLZ martial arts programming as interpreted/practiced by instructors in Kentucky and Virginia, adaptive dance programs offered by dance companies in Kentucky and Texas, and practicum experience as a LEND (Leadership Education in ND) fellow are incorporated.

Key Learning Outcomes

Four Key Learning Outcomes:
1) Sequenced physical activities yield unique psychophysiological benefit for those with ND.
2) Sequenced physical activities produce outcomes and benefits consistent with enhancement of EF.
3) Open (vice closed) physical activities and skills may be of greatest therapeutic value and generalization to independent daily living.
4) Principled approaches developed in dance and martial arts subcultures provide insight for advancing research inquiry and the therapeutic application of open, sequenced, adaptive PA.

Developing the Self in a Community through Poetry and AI

While there is little research available at this time on using AI with individuals with intellectual disabilities, the presenters do have experience using AI with both university-level classrooms and current research with individuals with intellectual disabilities. In these situations, the participants have learned how to be thoughtful and intentional about their use of this technology and see it as a tool rather than a replacement for their own creativity, while also embracing the dynamics of the language, images, and concepts that it may provide. In their work, Ippolito, Yuan, Coenen, and Burnam (2022) followed professional creative writers in their use of a specific AI tool, Wordcraft, and found that these particular authors used it primarily as a search tool rather than a crafting tool, but would also ask it to describe particular scenes (a memorable moment, for instance) or used it to help with editing. Our experiences, however, have asked students to use their chosen AI tools to help them develop a more robust language usage and visualization of their work, while also using it to create deeper meaning to their own work.

Key Learning Outcomes

1) Participants in this presentation will learn skills to integrate artificial intelligence into their practice.
2) Participants in this presentation will learn about different artificial intelligence tools that will support individuals in developing language, descriptive skills, and images that are representative of their ideas.
3) Participants in this presentation will have the opportunity to see how artificial intelligence tools were used with individuals to create poetry and visualizations of that poetry to enhance their individual expression, connections to one another, and to a greater community.

Bridging the Gaps: Developing resources and curricula for parents with disabilities and health care professionals

Disability Studies has long noted that disabled persons are not often considered capable of sexual activity or even interested in sexuality. When they are, they are stereotyped as sexually deviant or at risk of sexual abuse, not as engaging in healthy sexual relationships (Pebdani & Tashijan, 2021). They are rarely thought of as potential parents (Friedman, 2022). They are not represented in sexual education materials taught in public education or information on pregnancy and childhood provided to young adults (Giles, Juando-Prats, McPherson, & Gesink, 2022). Information on the needs and desires of disabled persons carrying pregnancies to term and raising healthy children is sparse; several scoping reviews have noted this as a clear need for disabled persons (Pebedani & Tashijan, 2021).

Medical education often involves the diagnosis of DD but does not always include the care of people with DD. It also rarely involves the individualized care that many people with DD need; this is especially true for family planning and maternity care (Thompson, Stancliffe, Broom & Wilson, 2014). There is a need within the disability community for resources and assistance in making pregnancy-related choices, receiving accessible and responsive medical care, and obtaining the assistance and supports essential for parenting.

Key Learning Outcomes

Attendees at this session will be able to
1. Describe some of the barriers, gaps and needs related to pregnancy and parenting with a disability in AZ.
2. Learn about new resources and curricula developed to address needs and gaps related to parenting with a disability in AZ.
3. Learn about on-going collaborative efforts to support parents with disabilities.

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