Charles B Walters
Biographic Data
| ID | 6607959 |
|---|---|
| NAME | Charles B Walters |
| GIVEN NAMES | Charles B |
| FAMILY NAME | Walters |
| SIGNATURE | WALTERS C B |
| AFFILIATIONS | University of Maryland, College Park |
| ORCID | 0000-0003-2424-8353 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Reframing Evaluative Judgment and Value in Inclusive Postsecondary Education
Inclusive postsecondary education (IPSE) programs for students with disabilities have expanded nationwide, yet guidance for their evaluation remains limited. This article introduces Value on Investment (VOI) for IPSE programs as an evaluative orientation to support leaders and evaluators in rethinking how value is defined and examined. A VOI orientation moves beyond traditional outcome-focused or cost-benefit evaluation by attending to three inte…
Toward Disability-Led Evaluation
As evaluation practices evolve to better reflect the needs, values, and experiences of diverse stakeholders, it is essential for evaluators to recognize the expertise that comes from lived experience. Historically, marginalized communities such as people with disabilities have often been left out of evaluation processes despite the ethical and practical imperative for their meaningful inclusion. To challenge a paradigm of exclusion in evaluation …
Contextualizing Disability Identity in the Academic Literature
A positive disability identity has been linked to a sense of belonging, enhanced quality of life, and as a protective factor against mental health concerns for individuals with a range of disabilities. The purpose of this scoping review is to examine the landscape of scholarly research related to disability identity in the peer-reviewed literature since 2017. Electronic databases were searched for all peer-reviewed articles published between 2017…
Reimagining Self-Determination in Research, Education, and Disability Services and Supports
After decades of work to advance policy, research, and practice focused on self-determination for people with disabilities, the importance of self-determination is widely acknowledged in education and disability service systems. While the benefits of the growing recognition of the importance of self-determination have been many, there have also been some unintended consequences. One such consequence has been the de-centering of disabled leadershi…
Social Work as Social Justice
A Delphi Study to Generate, Clarify, and Prioritize Professional Recommendations on Age of Majority-Related Practice in Special Education
A confluence of research and current events in the United States has brought guardianship for people with disabilities into focus in recent years. In the process, the field of special education has been confronted with an unpleasant reality. In their action or inaction, special education professionals may play a role in parents of students with disabilities pursuing undue and overbroad guardianship. The purpose of this study was to work with rese…
Exploring Special Education and Center for Independent Living Professional Beliefs on Collaboration and the Value-Based Principles That Drive Secondary Transition Service Delivery
The importance of interagency collaboration to support the postschool outcomes of youth with disabilities is underscored in many ways. Perhaps one of the most important among them is the place of interagency collaboration as an evidence-based predictor of postschool success. Although Centers for Independent Living (CILs) receive U.S. federal funding to serve people with disabilities across the lifespan, little research exists to map the nature of…
Perceptions of District- and School-Level Special Education Leaders on Guardianship and Adult Decision-Making Support
There are many known barriers facing youth with disabilities as they make the transition from high school to their adult lives. One potential barrier receiving increased attention over the last 5 years is guardianship, the court petition-driven process by which adults with disabilities are declared incapacitated (i.e., unable to make or communicate decisions regarding their affairs). The result of this process is the appointment of a surrogate de…
Career Development, Employment, and Disability in Rehabilitation
A Delphi Study to Generate, Clarify, and Prioritize Professional Recommendations on Age of Majority-Related Practice in Special Education
A confluence of research and current events in the United States has brought guardianship for people with disabilities into focus in recent years. In the process, the field of special education has been confronted with an unpleasant reality. In their action or inaction, special education professionals may play a role in parents of students with disabilities pursuing undue and overbroad guardianship. The purpose of this study was to work with rese…
Career Development, Employment, and Disability in Rehabilitation
Perceptions of District- and School-Level Special Education Leaders on Guardianship and Adult Decision-Making Support
There are many known barriers facing youth with disabilities as they make the transition from high school to their adult lives. One potential barrier receiving increased attention over the last 5 years is guardianship, the court petition-driven process by which adults with disabilities are declared incapacitated (i.e., unable to make or communicate decisions regarding their affairs). The result of this process is the appointment of a surrogate de…
Exploring Special Education and Center for Independent Living Professional Beliefs on Collaboration and the Value-Based Principles That Drive Secondary Transition Service Delivery
The importance of interagency collaboration to support the postschool outcomes of youth with disabilities is underscored in many ways. Perhaps one of the most important among them is the place of interagency collaboration as an evidence-based predictor of postschool success. Although Centers for Independent Living (CILs) receive U.S. federal funding to serve people with disabilities across the lifespan, little research exists to map the nature of…
Social Work as Social Justice
A Delphi Study to Generate, Clarify, and Prioritize Professional Recommendations on Age of Majority-Related Practice in Special Education
A confluence of research and current events in the United States has brought guardianship for people with disabilities into focus in recent years. In the process, the field of special education has been confronted with an unpleasant reality. In their action or inaction, special education professionals may play a role in parents of students with disabilities pursuing undue and overbroad guardianship. The purpose of this study was to work with rese…
Contextualizing Disability Identity in the Academic Literature
A positive disability identity has been linked to a sense of belonging, enhanced quality of life, and as a protective factor against mental health concerns for individuals with a range of disabilities. The purpose of this scoping review is to examine the landscape of scholarly research related to disability identity in the peer-reviewed literature since 2017. Electronic databases were searched for all peer-reviewed articles published between 2017…
Reimagining Self-Determination in Research, Education, and Disability Services and Supports
After decades of work to advance policy, research, and practice focused on self-determination for people with disabilities, the importance of self-determination is widely acknowledged in education and disability service systems. While the benefits of the growing recognition of the importance of self-determination have been many, there have also been some unintended consequences. One such consequence has been the de-centering of disabled leadershi…
Reframing Evaluative Judgment and Value in Inclusive Postsecondary Education
Inclusive postsecondary education (IPSE) programs for students with disabilities have expanded nationwide, yet guidance for their evaluation remains limited. This article introduces Value on Investment (VOI) for IPSE programs as an evaluative orientation to support leaders and evaluators in rethinking how value is defined and examined. A VOI orientation moves beyond traditional outcome-focused or cost-benefit evaluation by attending to three inte…
Toward Disability-Led Evaluation
As evaluation practices evolve to better reflect the needs, values, and experiences of diverse stakeholders, it is essential for evaluators to recognize the expertise that comes from lived experience. Historically, marginalized communities such as people with disabilities have often been left out of evaluation processes despite the ethical and practical imperative for their meaningful inclusion. To challenge a paradigm of exclusion in evaluation …
Disability Education and Employment (8 works) · Psychology (6 works) · Political science (5 works) · Public relations (5 works) · Disability Rights and Representation (4 works) · Social Psychology (4 works) · Family and Disability Support Research (3 works) · Law (3 works) · Legal guardian (3 works) · Pedagogy (3 works)