Browsing by Author "Stoffers, Melissa"

Now showing 1 - 5 of 5
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    Disseminating Resources Online for Teaching Sex Education to People with Developmental Disabilities
    (Sexuality and Disability, 2021-06-12) Curtiss, Sarah L.; Stoffers, Melissa
    Sex education is important for individuals with developmental disabilities; however, it is difficult for educators to find resources to support them when teaching sex education. A website, asdsexed.org, was developed to disseminate sex education resources. Using analytic data from the website we explored how dissemination occurs online. We identified (1) how visitors were referred to the website; (2) what search terms were used to look for sex education resources; (3) what content was most frequently viewed; and (4) how visitors engaged with the content. Search engines were the top referrer. Variations on the phrase “body parts” were the most frequently recorded terms. Free lesson plans were the most viewed content. Privacy social stories were the most engaged with content. Online dissemination was a complex undertaking but did allow for potential sex educators to be connected with research-based resources.
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    Examining social inclusion for students with and without disabilities in the inclusive classroom: a mixed methods study
    (University of Delaware, 2024) Stoffers, Melissa
    Most children with disabilities receive instruction in inclusive classrooms where children with and without disabilities are educated side by side; however, students with disabilities often experience lower levels of social inclusion, such as lower quality friendships and classroom connectivity, than their nondisabled peers. Little is known about the classroom dynamics that facilitate or impede social inclusion. Using an explanatory sequential mixed methods (QUANT+QUAL) multi-case study design, this study examines three fourth grade inclusion classrooms to explore children’s social experiences. Quantitative data on belonging, mattering, social support, and social networks are used to understand the inclusivity of each classroom. Qualitative data, including publicly available school documents, observations, and interviews with classroom educators and students, examine the classroom processes (i.e., classroom dynamics, environmental supports) that influence relationships between children with and without disabilities in inclusive classrooms. T-tests and a MANOVA indicate that, across classrooms, children with disabilities report different classroom experiences than their nondisabled peers, including lower levels of belonging, mattering, teacher support, and classmate support. Through thematic analysis of qualitative data, this study identified five themes that explain classroom processes that impact children’s social inclusion, including (a) multidimensionality of inclusion; (b) strategies and challenges of constructing socially inclusive spaces; (c) management of student behavior through social opportunity; (d) responsiveness toward students’ social needs, and (e) attitudes toward disability. Integration of quantitative and qualitative data identified areas of confirmation, expansion, and discordance. Findings from this study suggest schools should implement social-emotional learning programs that promote celebration of human difference and disability awareness.
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    Service models for providing sex education to individuals with intellectual disabilities in the United States
    (Journal of Intellectual Disabilities, 2023-03-16) Curtiss, Sarah L.; Stoffers, Melissa
    Individuals with intellectual and developmental disabilities face barriers to accessing sex education, including a lack of professional ownership over providing sex education. Limited information exists regarding educator training background, funding structure, and who they serve. We interviewed 58 sex educators of individuals with intellectual and developmental disabilities. We integrated thematic analysis and composite narratives to identify service models and the benefits and challenges associated with them. We identified seven service delivery models: clinic-based board-certified behavior analysis; mental health therapists; small businesses; public health not-for-profits; disability programs; high school-based educators; and university-based educators; and three themes that addressed the strengths and challenges of these service models: Instructional Implications of the Short-term, Drop-in Approach; Getting on the Same Page; and Questioning Who Should Teach Sex Education. Understanding these typologies and their strengths and challenges provide insights into how we can build capacity for sex education services.
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    Sex.Ed.Agram: Co-created Inclusive Sex Education on Instagram
    (Sexuality and Disability, 2023-05-03) Curtiss, Sarah L.; Myers, Kaitlyn; D’Avella, Madison; Garner, Sarah; Kelly, Cailin; Stoffers, Melissa; Durante, Sarah
    Most sex education programs for adults with intellectual disabilities are led by non-disabled sexual health experts. This approach may be less effective and appropriate for adult learners. Using community-based participatory research (CBPR), we explored a program that uses an inquiry-based learning process so that members can create reliable information about sex and disseminate it on Instagram. Through thematic analysis of interviews with group participants, we identified three themes about how the program brought everyone’s different ideas about sex and sex ed together into content for Instagram: Blurring the Lines Between the Educated and Educating; Learning is Dependent on the Strengths and Weaknesses of Our Connections; and Committed to Inclusivity but Wrestling with Ableism.
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    Unpacking the social-emotional health of education support professionals during the COVID-19 pandemic
    (Psychology in the Schools, 2022-12-09) Naples, Lauren H.; Cipriano, Christina; Eveleigh, Abigail; Stoffers, Melissa; Barnes, Tia N.
    This study sought to understand education support professionals' (ESPs) experiences early in the COVID-19 pandemic, including how they were feeling about their roles in education, strategies they were using to cope with unprecedented times, barriers they encountered toward maintaining SE health at work, and opportunities they identified as critical for creating safe and supportive school environments. This study employed a convergent parallel (QUAN + QUAL) mixed methods research design to capture ESPs' affective experiences and use of social and emotional learning (SEL). Data were collected in partnership with the National Education Association across 4 weeks through a survey including open and closed-ended questions. A total of 175 participants responded to the quantitative portion of the survey and at least one qualitative survey question. Findings suggest ESPs were feeling frustrated and experiencing very little SEL support in their daily work. ESPs would benefit from increased communication, inclusion, recognition, and well-being promotion in their schools. This study offers new insight into how schools and districts can provide better SEL support to ESPs. Practitioner points: - Education support professionals were feeling frustrated and experiencing very little social and emotional support in their daily work early in the COVID-19 pandemic. - Education support professionals would benefit from increased communication, inclusion, and recognition in their schools. - Schools must do better to promote the professional and personal well-being of education support professionals.