Oscar E Hughes
Biographic Data
| ID | 4219836 |
|---|---|
| NAME | Oscar E Hughes |
| GIVEN NAMES | Oscar E |
| FAMILY NAME | Hughes |
| SIGNATURE | HUGHES O E |
| AFFILIATIONS | Boston University |
| ORCID | 0000-0003-4722-5832 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Perspectives of Transition-Aged Youth with Intellectual and/or Developmental Disabilities about Self-Advocacy and Civic Engagement
In alignment with the rallying cry of the self-advocacy movement, it is critical to center the perspectives of people with disabilities about their lived experiences. Yet, little is known about how youth with intellectual and/or developmental disabilities (IDD) engage in self-advocacy and civic engagement in special education. We conducted focus groups with 15 transition-aged youth with IDD across four states about self-advocacy and civic engagem…
Pedagogies of lived experience
Disability Studies in Education (DSE) scholars have described the importance of centering the lived experiences of disabled people in order to understand the complex and context-specific nature of living with a disability and to advance justice and inclusion for disabled people. Researchers have yet to explore the perspectives of disabled people on the potential significance of learning about disability topics from people with disabilities themse…
Community-Based Participatory Gender and Sexualities Research With LGBTQ+ People With Intellectual and/or Developmental Disabilities
In this article, we discuss practical lessons for promoting meaningful collaboration in inclusive and community-based participatory gender and sexualities research with LGBTQ+ people with intellectual and/or developmental disabilities. First, we describe the historical and ongoing exclusion from research engagement of people with intellectual and/or developmental disabilities and the importance of including LGBTQ+ people with intellectual and/or …
Parent Leadership and Civic Engagement
Although parent involvement is a cornerstone of the Individuals with Disabilities Education Act (IDEA), few individual parents of children with disabilities participate in civic engagement to voice their suggestions for the next IDEA reauthorization. To address this gap, a civic engagement training was conducted with 95 parents of children with disabilities across four states. At the end of the training, participants completed videotaped testimon…
Parent Leadership and Civic Engagement
Although parent involvement is a cornerstone of the Individuals with Disabilities Education Act (IDEA), few individual parents of children with disabilities participate in civic engagement to voice their suggestions for the next IDEA reauthorization. To address this gap, a civic engagement training was conducted with 95 parents of children with disabilities across four states. At the end of the training, participants completed videotaped testimon…
Community-Based Participatory Gender and Sexualities Research With LGBTQ+ People With Intellectual and/or Developmental Disabilities
In this article, we discuss practical lessons for promoting meaningful collaboration in inclusive and community-based participatory gender and sexualities research with LGBTQ+ people with intellectual and/or developmental disabilities. First, we describe the historical and ongoing exclusion from research engagement of people with intellectual and/or developmental disabilities and the importance of including LGBTQ+ people with intellectual and/or …
Parent Leadership and Civic Engagement
Although parent involvement is a cornerstone of the Individuals with Disabilities Education Act (IDEA), few individual parents of children with disabilities participate in civic engagement to voice their suggestions for the next IDEA reauthorization. To address this gap, a civic engagement training was conducted with 95 parents of children with disabilities across four states. At the end of the training, participants completed videotaped testimon…
Pedagogies of lived experience
Disability Studies in Education (DSE) scholars have described the importance of centering the lived experiences of disabled people in order to understand the complex and context-specific nature of living with a disability and to advance justice and inclusion for disabled people. Researchers have yet to explore the perspectives of disabled people on the potential significance of learning about disability topics from people with disabilities themse…
Community-Based Participatory Gender and Sexualities Research With LGBTQ+ People With Intellectual and/or Developmental Disabilities
In this article, we discuss practical lessons for promoting meaningful collaboration in inclusive and community-based participatory gender and sexualities research with LGBTQ+ people with intellectual and/or developmental disabilities. First, we describe the historical and ongoing exclusion from research engagement of people with intellectual and/or developmental disabilities and the importance of including LGBTQ+ people with intellectual and/or …
Perspectives of Transition-Aged Youth with Intellectual and/or Developmental Disabilities about Self-Advocacy and Civic Engagement
In alignment with the rallying cry of the self-advocacy movement, it is critical to center the perspectives of people with disabilities about their lived experiences. Yet, little is known about how youth with intellectual and/or developmental disabilities (IDD) engage in self-advocacy and civic engagement in special education. We conducted focus groups with 15 transition-aged youth with IDD across four states about self-advocacy and civic engagem…
Political science (4 works) · Psychology (4 works) · Disability Education and Employment (3 works) · Pedagogy (3 works) · Civic engagement (2 works) · Down syndrome and intellectual disability research (2 works) · Family and Disability Support Research (2 works) · Intellectual disability (2 works) · Medical education (2 works) · Medicine (2 works)