The Special Olympics Unified Champion Schools model is a whole-school intervention that aims to promote social inclusion of students with intellectual disabilities in their schools through inclusive activities that occur within the normative contexts of the school. Key inclusive strategies include unified sports, inclusive youth leadership, and whole-school awareness and engagement. AIR is studying the impact of the model on schoolwide academic performance, measured by overall school performance on graduation rates and dropout rates.
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The Special Olympics Unified Schools program creates opportunities for the social inclusion of youth with intellectual disabilities through Unified Sports, Inclusive Youth Leadership development, and Whole School Engagement activities; however, little is known about whether this program has similar effects outside the United States. To support Special Olympics in increasing its evaluation efforts of Unified Schools programs internationally, AIR partnered with Special Olympics International to develop an evaluation framework that will serve as a guide for future international evaluations.
17 Apr 2018
People with disabilities provide opportunities for business and industry. This report examines the significant and growing economic power of the disability market through the lens of disposable and discretionary income, and provides information to help motivate businesses to enter this market.
17 Apr 2018
This infographic illuminates the disposable and discretionary income of people with disabilities compared with other similarly sized market segments, such as African Americans and Hispanics.
Despite the important role that adult education can play in students’ lives, research on teachers of adult education is limited. AIR produced four research briefs to provide descriptive information about the characteristics of teachers in adult education and to explore whether teacher characteristics are associated with student achievement in adult education.
30 Dec 2016
First responder fields—including law enforcement, firefighting, and emergency management services—serve a crucial role in the safety and well-being of communities around the country. Public citizens and officials have placed a renewed focus on improving agencies’ relations with their local communities by ensuring that first responders reflect the populations they serve. The potential benefits of increasing diversity and moving toward greater representation could also provide more secure and rewarding employment opportunities to historically underrepresented populations. This exploratory study identifies promising practices that first responder agencies and organizations can leverage to increase the diversity of their workforces.
29 Nov 2015
On the 25th anniversary of the Americans with Disabilities Act (ADA) and the 40th anniversary of the Individuals with Disabilities Education Act (IDEA) in 2015, AIR experts reflected on an era of research on the classroom and the workplace, their personal stories, and the future.
6 Oct 2015
Millions of working-age adults with disabilities are willing to work but do not have jobs and do not count as unemployed. Labor participation choices and employment experiences of people with disabilities vary substantially by disability type, suggesting a need to account for this diversity in efforts to improve the labor market outcomes for this population.
3 Oct 2015
Participants in adult education come from diverse educational and linguistic backgrounds and have a wide range of goals and needs. Despite the important role that adult education can play in students’ outcomes, little is known about the approximately 55,000 teachers providing the instruction that students depend on to achieve their goals. This brief is the first of a series of briefs that explore data on adult education teachers from three states in program year 2010–11.
2 Oct 2015
The federal adult education program serves more than two million eligible adults who lack basic literacy and English language skills. Although numerous studies in K–12 have shown that measurable teacher characteristics can be related to student achievement, no such research exists that examines teacher effectiveness in adult education. To explore whether indicators of teacher quality are associated with student achievement in adult education, this second brief in a series examines the relationships between teacher characteristics and student achievement.