Michael L. Wehmeyer – författare

Roughly 54 million people with disabilities live in the U.S., and there are many more millions of people with disabilities around the world. Not surprisingly, differences among people with disabilities are often as notable as differences between people with and without disabilities. And, while the lack of homogeneity among people with disabilities makes creating a valid taxonomy under this term difficult if not impossible, there is commonality among people with disabilities that justifies an authoritative resource on positive psychology and disability; that is, they have experienced discrimination and marginalization as a function of their disability. This volume assembles chapters by leading scholars in disability and positive psychology to provide a comprehensive synthesis of the state of the field. Chapters are organized into thematic sections, beginning with an introductory section on overarching themes in positive psychology and disability. The second section highlights the application of positive psychological constructs to disability. These constructs includes quality of life, self-determination, adaptive behavior, optimism, hope, problem solving, forgiveness, gratitude, and spirituality. The following section addresses systemic issues in disability that impact on positive psychology, again turning to disciplines beyond psychology (special education, rehabilitation sciences, and family and disability policy) to address areas in which positive psychology can be applied. A fourth section examines positive psychology in populations with specific disabilities, including physical disabilities, cognitive and developmental disabilities, severe multiple disabilities, emotional and behavioral disabilities, and autism spectrum disorders. Disability has always been associated with "differentness" and, consequently, people with disabilities have throughout time been treated as such. As the first handbook to consider disability from a strengths-based perspective, this volume provides a catalyst to accelerate the application of positive psychology to how disability is understood.

Roughly 54 million people with disabilities live in the U.S., and there are many more millions of people with disabilities around the world. Not surprisingly, differences among and between people with disabilities are often as notable as differences between people with and without disabilities. And, while the lack of homogeneity among people with disabilities makes creating a valid taxonomy under this term difficult, if not impossible, there is commonality among and between people with disabilities that justifies an authoritative resource on positive psychology and disability. That is, they have experienced discrimination and marginalization as a function of their disability. This volume assembles chapters by leading scholars in the fields of disability and positive psychology to provide a comprehensive synthesis of the state of the field of positive psychology and disability. Chapters are organized into thematic sections, beginning with an introductory section providing information on overarching themes in positive psychology and disability. The second section highlights the application of positive psychological constructs to disability, including quality of life, self-determination, adaptive behavior, optimism, hope, problem solving, forgiveness, gratitude, and spirituality. The following section addresses systemic issues in disability that impact positive psychology, again turning to disciplines beyond just psychology (special education, rehabilitation sciences, family, and disability policy) to address areas in which positive psychology can be applied. A fourth section examines positive psychology in specific disabled populations, including physical disabilities, cognitive and developmental disabilities, severe multiple disabilities, emotional and behavioral disabilities, and autism spectrum disorders. Disability has always been associated with "differentness" and, consequently, people with disabilities have, throughout time, been treated as such. As the first handbook to consider disability from a strengths-based perspective, this volume provides a catalyst to accelerate the application of positive psychology with regard to how disability is understood.

Roughly 61 million people with disabilities live in the United States, and there are many more millions of people with disabilities around the world. Not surprisingly, differences among and between people with disabilities are often as notable as differences between people with and without disabilities. And, while the lack of homogeneity among people with disabilities makes creating a valid taxonomy under this term difficult, if not impossible, there is commonality among and between people with disabilities that justifies an authoritative resource on positive psychology and disability. That is, they have experienced discrimination and marginalization as a function of their disability.This expanded and updated volume assembles chapters by leading scholars in the fields of disability and positive psychology to provide a comprehensive synthesis of the state of the combined field of positive psychology and disability. Chapters are organized into thematic sections, beginning with an introductory section providing information on overarching themes in positive psychology and disability. The second section focuses on specific positive psychological constructs that have relevance to disability, including optimism, hope, social well-being, resilience, and positive education. The following section examines systems that take strengths-based approaches to treatment and intervention, while the fourth section looks at the application of positive psychological principles in specific disciplines such as rehabilitation sciences and disability studies. The final section focuses on topics that merit consideration in positive psychology and disability such as disability ethics, adaptation, and toxic positivity.Disability has always been associated with "differentness" and, consequently, people with disabilities have, throughout time, been treated as such. By examining disability from a strengths-based perspective, this volume provides a catalyst to accelerate the application of positive psychology with regard to how disability is understood.

Now in a thoroughly revised and updated second edition, this handbook provides a comprehensive resource for those who facilitate the complex transitions to adulthood for adolescents with disabilities. Building on the previous edition, the text includes recent advances in the field of adolescent transition education, with a focus on innovation in assessment, intervention, and supports for the effective transition from school to adult life. The second edition reflects the changing nature of the demands of transition education and adopts a "life design" approach. This critical resource is appropriate for researchers and graduate-level instructors in special and vocational education, in-service administrators and policy makers, and transition service providers.

Now in a thoroughly revised and updated second edition, this handbook provides a comprehensive resource for those who facilitate the complex transitions to adulthood for adolescents with disabilities. Building on the previous edition, the text includes recent advances in the field of adolescent transition education, with a focus on innovation in assessment, intervention, and supports for the effective transition from school to adult life. The second edition reflects the changing nature of the demands of transition education and adopts a "life design" approach. This critical resource is appropriate for researchers and graduate-level instructors in special and vocational education, in-service administrators and policy makers, and transition service providers.

Similar to a handbook in its comprehensive description of the theory and research supporting current practices in the treatment of autism spectrum disorders, this interdisciplinary text shows how the existing knowledge base can be used to explore promising new possibilities related to the field’s many unanswered questions. Key features include the following: Comprehensive – This is the first book to consider the history and current state of autism as a field in transition, to cover its varied approaches and philosophies, and to describe the interventions used throughout the developmental cycle. Cross Disciplinary – Serving students with autism necessitates communication and collaboration among professionals from several disciplines as well as family members. The editors have, therefore, brought together divergent perspectives, theories and philosophies in order to demonstrate that scientific evidence, rather than educational orientation, must determine which practices should be selected for use in particular situations. Research Based – Whereas many existing texts advocate a particular type of treatment, this one recognizes that interventions must be selected and evaluated based on the scientific evidence of their effectiveness. Integrated Methodology –Chapter authors consider findings from studies that employed single-subject designs, experimental large-scale studies, and qualitative methodology. The inter-relatedness of therapies and disciplines will be highlighted throughout. Expertise – The volume editors are all highly visible researchers in autism and developmental disabilities. Likewise, each chapter is directed by a senior, highly accomplished author who is nationally recognized for his/her work in the topic being addressed.This book is appropriate for practicing professionals in education and psychology and for speech/language therapists and other clinicians. It is also suitable as a graduate level text in these fields.

Similar to a handbook in its comprehensive description of the theory and research supporting current practices in the treatment of autism spectrum disorders, this interdisciplinary text shows how the existing knowledge base can be used to explore promising new possibilities related to the field’s many unanswered questions. Key features include the following: Comprehensive – This is the first book to consider the history and current state of autism as a field in transition, to cover its varied approaches and philosophies, and to describe the interventions used throughout the developmental cycle. Cross Disciplinary – Serving students with autism necessitates communication and collaboration among professionals from several disciplines as well as family members. The editors have, therefore, brought together divergent perspectives, theories and philosophies in order to demonstrate that scientific evidence, rather than educational orientation, must determine which practices should be selected for use in particular situations. Research Based – Whereas many existing texts advocate a particular type of treatment, this one recognizes that interventions must be selected and evaluated based on the scientific evidence of their effectiveness. Integrated Methodology –Chapter authors consider findings from studies that employed single-subject designs, experimental large-scale studies, and qualitative methodology. The inter-relatedness of therapies and disciplines will be highlighted throughout. Expertise – The volume editors are all highly visible researchers in autism and developmental disabilities. Likewise, each chapter is directed by a senior, highly accomplished author who is nationally recognized for his/her work in the topic being addressed.This book is appropriate for practicing professionals in education and psychology and for speech/language therapists and other clinicians. It is also suitable as a graduate level text in these fields.

Enables teachers and other school personnel working with students with disabilities to provide a gender equitable educational experience.2002 CHOICE Outstanding Academic Title Highlighting the educational issues of girls and young women with disabilities, Double Jeopardy examines how they are exposed to discrimination based on gender and disability/special education status, and how they experience less successful vocational outcomes than their disabled male or nondisabled female peers upon leaving school. It studies both gender equity issues and inequitable practices that affect a wide range of students, such as Title IX, biased curricula, inequitable student-teacher interactions, and other issues such as eligibility for special education services. The book also describes innovative programs and strategies designed to empower disabled youth, who are ten percent of all students.Contributors include Adrienne Asch, Michael Benz, Bonnie Doren, Estelle Eskenazi, Nancy Ferreyra, Michelle Fine, Craig Flood, Merle Froschl, Dolores A. Grayson, Katherine Hanson, Taran Jefferies, Eric Jolly, Melissa Keyes, Eleanor Linn, Theresa Mickey McCormick, Harilyn Rousso, Ellen Rubin, Michelle Schwartz, Susan Shaffer, Linda Shevitz, Susan J. Smith, Ellen Wahl, Michael L. Wehmeyer, and Maryann Wickett.

Enables teachers and other school personnel working with students with disabilities to provide a gender equitable educational experience.2002 CHOICE Outstanding Academic Title Highlighting the educational issues of girls and young women with disabilities, Double Jeopardy examines how they are exposed to discrimination based on gender and disability/special education status, and how they experience less successful vocational outcomes than their disabled male or nondisabled female peers upon leaving school. It studies both gender equity issues and inequitable practices that affect a wide range of students, such as Title IX, biased curricula, inequitable student-teacher interactions, and other issues such as eligibility for special education services. The book also describes innovative programs and strategies designed to empower disabled youth, who are ten percent of all students.Contributors include Adrienne Asch, Michael Benz, Bonnie Doren, Estelle Eskenazi, Nancy Ferreyra, Michelle Fine, Craig Flood, Merle Froschl, Dolores A. Grayson, Katherine Hanson, Taran Jefferies, Eric Jolly, Melissa Keyes, Eleanor Linn, Theresa Mickey McCormick, Harilyn Rousso, Ellen Rubin, Michelle Schwartz, Susan Shaffer, Linda Shevitz, Susan J. Smith, Ellen Wahl, Michael L. Wehmeyer, and Maryann Wickett.

Leading scholar Michael Wehmeyer provides a cogent but accessible account of the evolution of special education. Offering a compelling vision of where the field should be headed in the next decade, he examines the big ideas that can improve outcomes for learners with disabilities including the importance of creating personalizable education.

Michael Wehmeyer, a leading scholar with over four decades of experience as a teacher, teacher educator, researcher, and advocate, provides a cogent but accessible account of the evolution of special education. Offering a compelling vision of where the field should be headed in the next decade, he notes how the digital revolution has made it possible for all learners to gain access to content and instruction. This text focuses on the need to consider how young people with (and without) disabilities learn and the importance of creating personalizable education as strengths-based approaches to disability move education away from diagnosis and remediation to schoolwide instruction for all students. This book is not written as a criticism of traditional special education models, but instead examines the big ideas for going beyond special education that can improve outcomes for learners with disabilities and prepare them for the 21st-century world.Book Features:Provides a framework for reconceptualizing how students with disabilities are educated.Content aligns with changing contexts and innovations in education, including personalizable education and self-determined learning.Identifies current, well-established practices that can facilitate efforts to address 21st-century learning needs for learners with disabilities.Written in a conversational voice for a broad audience to stimulate consideration of future directions for special education.

The United Nations Convention on the Rights of Persons with Disabilities (CRPD) recognized that people with disabilities should have the right to exercise their legal capacity and identified 'supported decision-making' as a means by which people with disabilities can be directly involved in decisions that impact their lives. Offering an overview of its emergence in the disability field and highlighting emerging research, theory, and practice from legal, psychology, education, and health fields, this volume provides a much-needed theoretical and evidence base for supported decision-making. Evidence and strengths-based frameworks for understanding disability, supports, and their roles in promoting supported decision-making are synthesized. The authors describe the application of a social-ecological approach to supported decision-making, and focus on implications for building systems of supports based on current environmental demands. This volume introduces and explains empirical research on critical elements of supported decision-making and the applications of supported decision-making that enhance outcomes, including self-determination and quality of life.

In this inaugural book in their Inclusive Education for Students with Disabilities series, Michael L. Wehmeyer and Jennifer A. Kurth explore central, defining questions for the field of special and inclusive education: who, what and where do we teach; what works in inclusive education; and where does inclusive education go now?Arguing that the concept of disability for the past fifty years has emphasised students as incapable and incompetent, the authors propose instead to build on a growing understanding that students with disabilities can be successful and meet high expectations, and that educators have the knowledge and skills to achieve this. From this strength-based perspective, the presumption is that disability is part of, and not apart from, typical human functioning.Using this lens, Wehmeyer and Kurth describe effective practices to guide instruction in inclusive settings—practices that begin with a consideration of each student’s strengths and capacities, rather than with a diagnosis.

"There is not available a more comprehensive book in the area of self-determination."—Melinda Pierson, Department of Special EducationCalifornia State University, Fullerton"Unique because it provides direction for teaching and supporting self-determined behavior across all age groups and also within the general education classroom and curricula."—Marianne Mooney, Senior Research AssociateTransCen, Inc., Post-Secondary Learning and CareersGive students with disabilities powerful tools for success in school and in life!Michael Wehmeyer and Sharon Field present research-proven instructional strategies that empower special needs students at all grade levels to make their own decisions.Self-Determination offers detailed and current practitioner-oriented approaches in combination with extensive teacher reproducibles—all within the context of inclusion, standards-based reform, and access to the general curriculum. Linked to the IDEA requirement for individualized transition plans, this user-friendly resource assists practitioners in teaching the skills necessary for making decisions about employment, job skills, further schooling, and independent living. Educators will discover how to:Encourage students to become their own advocates by practicing assertive behaviorUse needs-assessment techniques to determine the level of instruction required for each studentTeach effective choice making, problem solving, and goal settingSupport both families and fellow educators in their efforts to teach self-determination skillsSpecial education teachers, general educators, and administrators will find this handbook an invaluable guide for helping students establish their own goals and plan for a strong and healthy future!

Accessible, engaging, and filled with contributions by the country's most celebrated disability experts, this fascinating volume skillfully captures how intellectual disability has been understood from prehistoric times to present. Readers will discover how different societies have responded to people with disability throughout history, how life has changed for people with intellectual disability and their families over the centuries, and how key historical figures and events sparked social change and shaped our modern understanding of intellectual disability. Enhanced with remarkable images and illustrations, including exclusive photos from the editor's private collection of cultural artifacts, this informal history is a must-read for anyone devoted to improving the lives of people with intellectual disability.Top Disability Experts Explore:Early ideas about the causes of intellectual disability Evolution of the concept of intellectual disability The role of religion in the ancient world's understanding of disability Changing approaches to education and intervention The rise and fall of the institution system Depictions of intellectual disability in film, literature, and art State-sanctioned sterilization programs in the twentieth century The self-advocacy movement The emergence and impact of parent associations, support groups, and training programs How and why terminology changed throughout the years and more

The trusted core disability textbook gets a comprehensive update in this second edition, now thoroughly revised to include all the critical topics today’s professionals need to know about as they work with people who have disabilities. Brought to you by a new team of world-renowned experts and contributors, this volume fully prepares future educators, social workers, researchers, and clinicians to provide the best services and supports to children and adults across the life span. Tomorrow’s professionals will discover what to do and how to do it as they prepare for their important work, and they’ll refer to this user-friendly compendium year after year for information, insights, and answers. A cornerstone text for any course focused on developmental disabilities—and an essential reference for every in-service professional’s library.THE IDEAL CORE TEXT FOR DEVELOPMENTAL DISABILITY COURSES:• Broad and deep, with thorough, up-to-date information on intervention, education, family roles, health issues, specific disabilities, and much more• Life-span-focused, with topics ranging from genetics and development to aging issues• Multidisciplinary, blending research and personal experiences of more than 70 esteemed authors from diverse fields• Immediately applicable, presenting both the facts and practical, real-world advice on meeting the individual needs of people with disabilities • Student-friendly, with learning objectives, instructive case stories, stimulating questions for reflection, and key Internet resourcesWHAT’S NEW: New co-editors and contributors * New and extensively updated chapters on critical topics, including AAC and technology, autism spectrum disorder, advocacy and self-advocacy, communication challenges, family issues, human development and genetics, legal and ethical considerations, and psychopharmacology

Historically, interventions designed to impact the lives of disabled people were predicated upon deficits-based models of disability. This began to change with the introduction of World Health Organization (WHO) frameworks, particularly the International Classification of Function (ICF), that emphasized that disability could only be understood in the context of interactions among health, environmental factors, and personal factors and by examining the impact of such factors on a person’s activities and participation. The ICF identified personal factors as among the elements of a social-ecological model of disability but did not provide an extensive taxonomy of what constitutes such factors. The Positive Psychology of Personal Factors examines personal factors that come from the field of positive psychology and, as such, to begin to identify and build strengths-based approaches to promoting the full participation, dignity, and well-being of disabled people.

Historically, interventions designed to impact the lives of disabled people were predicated upon deficits-based models of disability. This began to change with the introduction of World Health Organization (WHO) frameworks, particularly the International Classification of Function (ICF), that emphasized that disability could only be understood in the context of interactions among health, environmental factors, and personal factors and by examining the impact of such factors on a person’s activities and participation. The ICF identified personal factors as among the elements of a social-ecological model of disability but did not provide an extensive taxonomy of what constitutes such factors. The Positive Psychology of Personal Factors examines personal factors that come from the field of positive psychology and, as such, to begin to identify and build strengths-based approaches to promoting the full participation, dignity, and well-being of disabled people.

This book examines choice and preference in the lives of people with disability, focusing on people with intellectual and developmental disabilities.

This book examines choice and preference in the lives of people with disability, focusing on people with intellectual and developmental disabilities.

This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience.The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, educationand developmental psychology, school administration, policy making, pedagogy and curriculum studies.This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work and public policy.

This handbook examines the wide-ranging applications of positive psychology in the field of intellectual and developmental disabilities. It discusses the change in perceptions of disability and the shifting use of traditional deficit-based treatments. It presents evidence-based approaches and strategies that promote individuals’ strengths and capacities and as well as provide supports and services to enhance quality of life. Chapters address medical and psychological aspects in intellectual and developmental disabilities, such as mindfulness, motivation, physical well-being, and self-regulation. The book also discusses uses of assessment practices in evaluating interventions and client outcomes.  In addition, it explores ways practitioners, with positive psychology, can focus on what a person is capable of achieving, thereby leading to more effective approaches to care and treatment.Topics featured in the Handbook include:Translating the quality of life concept into practice.The Casual Agency Theory and its implications for understanding self-determination.The Mindfulness-Based Individualized Support Plan (MBISP) and its use in providing support to people with intellectual and developmental disabilities.The unique role that friendship plays to people’s lives and social well-being.Supported Decision-Making (SDM) as an alternative to guardianship.A positive psychology approach to aging and retirement. The Handbook of Positive Psychology in Intellectual and Developmental Disabilities is a must-have resource for researchers, professors, and graduate students as well as clinicians and related professionals in clinical child and school psychology, behavioral therapy, social work, applied behavioral analysis, recreational therapy, occupational therapy, education, speech and language pathology, psychiatry, clinical medicine, and nursing.

This handbook examines the wide-ranging applications of positive psychology in the field of intellectual and developmental disabilities. It discusses the change in perceptions of disability and the shifting use of traditional deficit-based treatments. It presents evidence-based approaches and strategies that promote individuals’ strengths and capacities and as well as provide supports and services to enhance quality of life. Chapters address medical and psychological aspects in intellectual and developmental disabilities, such as mindfulness, motivation, physical well-being, and self-regulation. The book also discusses uses of assessment practices in evaluating interventions and client outcomes.  In addition, it explores ways practitioners, with positive psychology, can focus on what a person is capable of achieving, thereby leading to more effective approaches to care and treatment.Topics featured in the Handbook include:Translating the quality of life concept into practice.The Casual Agency Theory and its implications for understanding self-determination.The Mindfulness-Based Individualized Support Plan (MBISP) and its use in providing support to people with intellectual and developmental disabilities.The unique role that friendship plays to people’s lives and social well-being.Supported Decision-Making (SDM) as an alternative to guardianship.A positive psychology approach to aging and retirement. The Handbook of Positive Psychology in Intellectual and Developmental Disabilities is a must-have resource for researchers, professors, and graduate students as well as clinicians and related professionals in clinical child and school psychology, behavioral therapy, social work, applied behavioral analysis, recreational therapy, occupational therapy, education, speech and language pathology, psychiatry, clinical medicine, and nursing.

This volume examines the developmental aspects of the general psychological construct of self-determination. The second part of the volume examines the developmental origins and the trajectory of self-determination in childhood, adolescence, and adulthood, and looks as aging aspects.