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Youths with physical disabilities experience various obstacles in their transition to adulthood which can contribute to poorer health and socioeconomic outcomes in later life, compared to their non-disabled peers. Transitional care offers these youths the necessary support to overcome such obstacles. The objective of this study was to explore participants' experiential learning in the development of life skills within the transitional care program TranXition, and their perceived contribution of the program to their goal attainment. Data were collected using photo-elicitation. Five participants were recruited from the TranXition program to audio-visually record (photographs or videos) their meaningful experiences in the program and to reflect on them during interviews. Participants felt the TranXition program helped them build their self-awareness and self-efficacy, and to feel more confident and skilled, whether at home, in school or in the community. Moreover, they appreciated the program's group cohesion which facilitated learning life skills from others in order to achieve their goals. Finally, results suggest that group interventions, while important, may need to be complemented by individual consultations. Rehabilitation programs in real-world settings, such as the TranXition program, may be a promising adjunct to traditional transitional care for youths with physical disabilities. [ABSTRACT FROM AUTHOR]

Responses by 156 Canadian college and university professionals who provide disability-related services to students were used to construct, develop, and validate the Accessibility of Campus Computing for Students With Disabilities Scale (ACCSDS): Service Provider Version. This is a 19-item, self-administered tool that evaluates institutional computing accessibility for students with disabilities from the perspective of disability service providers. The measure contains 4 empirically derived subscales: Access to Adaptive Computers, Infrastructure and Collaboration, Academic Inclusion, and Adaptive Technology Competence. Results indicate that these 4 factors account for 54% of the variability in total scores. The data also show good internal consistency for the subscales and the full scale. Data concerning validity show strong relationships between scores and a key criterion variable. The ACCSDS can be used to evaluate disability service providers' views about an institution's technology accessibility, to provide empirical data to influence information and instructional technology policy, and to pinpoint areas of strength as well as areas needing improvement. (Contains 4 tables.)

This is an applied companion to our empirical article elsewhere in this issue (Fichten et al., in press) on technological needs and concerns of Canadian junior/community college- and university-based disability service providers. Here, we provide highlights of our findings as well as timely, practical recommendations to disability service providers about ensuring access to the growing array of information and instructional technologies on campus. The objective is to provide (a) an overview of the emerging landscape of information and instructional technologies appearing on campus, (b) campus-based disability service providers' views about these and how these relate to adaptive technologies, and (c) suggestions about how to be proactive on campus so that information and instructional technologies are accessible to all students, particularly those with disabilities.

Views and concerns of the professionals who deliver disability-related services at Canadian postsecondary education institutions about access to information and instructional technologies are presented. Findings are based on structured interviews with 156 individuals who represent 80% of the population of Canadian campus-based disability service providers. This makes the sample truly representative of the geographic, linguistic and institutional characteristics of the Canadian postsecondary educational system. Key findings in the following areas are highlighted: characteristics of participating professionals; their wish lists; current state of campus information and instructional technologies for students with disabilities at junior/community colleges and universities; important factors in meeting the computer-related needs of students; and the presence and technology needs of postsecondary faculty and staff with disabilities. The results point to (a) the need for better integration of adaptive computer technologies with general-use computer labs on campus; (b) improved learning opportunities for everyone involved, including disability service providers, students, and faculty; and (c) the need to ensure adequate technical support for adaptive computer technologies on campus. (Contains 6 tables.)

Two studies explored how well English and French speaking colleges and universities in Canada address availability and access to new computer and information technologies for individuals with disabilities. In Study 1, 156 professionals who provide disability-related supports on campus responded to structured interview questions. In Study 2, 40 professionals who work in Quebec's Francophone junior/community college system (CEGEP) participated. Results showed that most institutions had specialized adaptive computer equipment, though colleges were less likely than universities, and loan programs providing adaptive computer equipment were seen as very effective. Respondents believed they were not very knowledgeable about adaptive computer technologies and those from Francophone institutions scored lower than from Anglophone institutions. The needs of students were seen as moderately well met, with Francophone respondents more favorable than Anglophone. Respondents from Anglophone universities expressed different needs than those from Anglophone colleges or Francophone institutions. Disability service providers wished students were better equipped and prepared for the postsecondary experience, computer based teaching materials used by professors were more accessible, and more extensive support services for adaptive hardware and software available. We provide recommendations based on universal design principles that are targeted at those involved in technology integration in postsecondary education.

Results of a Canada-wide and a Quebec based study of students with a variety of disabilities in Canadian postsecondary education are presented. Study 1 involved 156 professionals. They represent 80% of the population of professionals who provide on-campus disability support services. Results indicate that (1) 8% of postsecondary institutions reported not having any students with disabilities, (2) overall, 2% of students are registered to receive disability related services from their postsecondary institutions, and (3) this varies from 1/2% to 6% across the country. Junior/community colleges had a higher percentage of students with disabilities registered to receive disability related services (3 3/4%) than universities (1 2/3%). (4) Distance education had 3%. (5) Quebec has a smaller proportion of both college (2/3% vs 6%) and university (1/2% vs 2 1/2%) students with disabilities than the rest of Canada. A targeted study involving 46 professionals who provide disability related services in Quebec's public junior/community colleges, the CEGEPs, revealed that lack of recognition of learning disabilities for postsecondary funding by the Quebec government is an important contributor to the small percentages, although it cannot explain the huge discrepancies between Quebec and the rest of Canada. Extrapolation suggests that there are over 100,000 students with disabilities currently enrolled in Canadian postsecondary education, although only 1/4 to 1/2 of them register to receive disability related services. (Contains 5 tables and 1 figure.)

Three studies examined the computer needs and concerns of Canadian postsecondary students with disabilities. Data detail differences in students' and disability service providers' perspectives, which computer technologies students need and use, what advantages and disadvantages these have, what factors help or prevent students from using these technologies, and what can be done to enhance opportunities and remove barriers. (EV)

Uses the results of a series of empirical studies of the computer-related needs and concerns of students with disabilities and the individuals responsible for providing services to them to discuss evolving issues, provide a list of resources, and make practical recommendations about what postsecondary personnel can do to facilitate access to computer and information technologies. (EV)

OBJECTIVES: To describe gambling practices and trends in Quebec between 2009 and 2012 given that, in Canada, public funding allocation to address the risks associated with gambling practices should be based on valid prevalence data and knowledge of patterns and trends in vulnerable populations. METHODS: The study data were taken from the 2009 and 2012 cross-sectional waves of the Enquete sur les habitudes de jeu des Quebecois (ENHJEU-Quebec). The analytical sample consisted of 11,888 respondents in 2009 and 12,008 respondents in 2012. RESULTS: The prevalence of lifetime non-gamblers in the adult population of Quebec increased from 13.6% in 2009 to 16.4% in 2012, and past-year gambling participation decreased from 70.5% to 66.2%. Changes in gambling patterns were not contingent on demographic characteristics; gambling prevalence decreased in all subcategories. The proportion of problem and low-risk gamblers remained unchanged, whereas the prevalence of non-problem gamblers decreased significantly from 66.1% in 2009 to 61.5% in 2012. CONCLUSION: Gambling participation in Quebec is decreasing, though the proportion of problem gamblers remains stable. Given these findings, allocation of public resources for health care services should be maintained. Secondary and primary prevention efforts need to be initiated or maintained to prevent gambling harm. KEY WORDS: Gambling; pathological gambling; risk; prevalence studies; epidemiology OBJECTIFS: Decrire les pratiques de jeux de hasard et d'argent (JHA) au Quebec entre 2009 et 2012, tenant compte du fait qu'au Canada, l'allocation de fonds publics pour la prevention des risques associes aux pratiques de JHA se base sur des donnees de prevalence valides et les tendances observees dans les populations vulnerables. METHODES: Les donnees proviennent des vagues transversales de l'Enquete sur les habitudes de jeu des Quebecois (ENHJEU-Quebec) de 2009 et 2012. Les echantillons incluent 11 888 repondants en 2009 et 12 008 repondants en 2012. RESULTATS: La prevalence des individus n'ayant jamais joue a des JHA dans la population adulte du Quebec a augmente de 13,6% en 2009 a 16,4% en 2012, tandis que la participation aux JHA a diminue de 70,5% a 66,2% dans la derniere annee. Les analyses ne revelent pas d'associations significatives entre les habitudes de JHA et les caracteristiques demographiques des repondants; la prevalence des JHA a generalement decru pour tous les sous-groupes sociodemographiques. La proportion de joueurs problematiques et de joueurs a faible risque est demeuree inchangee, alors que la prevalence des joueurs non-problematiques a diminue significativement de 66,1% en 2009 a 61,5% en 2012. CONCLUSION: La participation aux JHA au Quebec est en diminution, bien que la proportion de joueurs reste stable. Etant donne ces resultats, l'allocation de ressources publiques pour les services de sante doit etre maintenue. Les efforts pour la prevention primaire et secondaire doivent etre deployes ou maintenus pour prevenir les mefaits associes aux JHA. MOTS CLES: JHA; jeu pathologique; risque; etudes de prevalence; epidemiologie La traduction du resume se trouve a la fin de l'article. Can J Public Health 2015;106(3):e115-e120 doi: 10.17269/CJPH.106.4854, Since the legalization of gambling in Canada in 1969, increased public funding has been allotted to the prevention of risky gambling practices and the treatment of gambling disorders. The allocation [...]

Examined the computer technology needs and concerns of close to 800 Canadian college and university students with various disabilities in 3 studies. Findings indicate that the overwhelming majority used computers, but that almost half needed some kind of adaptation to use computers effectively. Data support the importance of universal design in a number of areas. (SLD)

Background and aims: In an effort to provide further empirical evidence of meaningful differences, this study explores, in a student population, the distinctions in gambling behavioral patterns and specific associated problems of two levels of gambling severity by comparing problem gamblers (PG) and moderate-risk gamblers (MR) as defined by the score on the Problem Gambling Severity Index (PGSI; MR: 3-7; PG: 8 and more). Methods: The study sample included 2,139 undergraduate students (male = 800, mean age = 22.6) who completed the PGSI and questionnaires on associated problems. Results: Results show that problem gamblers engage massively and more diversely in gambling activities, more often and in a greater variety of locations, than moderate-risk gamblers. In addition, important differences have been observed between moderate-risk and problem gamblers in terms of expenditures and accumulated debt. In regards to the associated problems, compared to moderate-risk gamblers, problem gamblers had an increased reported psychological distress, daily smoking, and possible alcohol dependence. Discussion and Conclusions: The severity of gambling and associated problems found in problem gamblers is significantly different from moderate-risk gamblers, when examined in a student population, to reiterate caution against the amalgamation of these groups in future research. [ABSTRACT FROM AUTHOR]

Responses by 156 Canadian college and university professionals who provide disability-related services to students were used to construct, develop, and validate the Accessibility of Campus Computing for Students With Disabilities Scale (ACCSDS): Service Provider Version. This is a 19-item, self-administered tool that evaluates institutional computing accessibility for students with disabilities from the perspective of disability service providers. The measure contains 4 empirically derived subscales: Access to Adaptive Computers, Infrastructure and Collaboration, Academic Inclusion, and Adaptive Technology Competence. Results indicate that these 4 factors account for 54% of the variability in total scores. The data also show good internal consistency for the subscales and the full scale. Data concerning validity show strong relationships between scores and a key criterion variable. The ACCSDS can be used to evaluate disability service providers' views about an institution's technology accessibility, to provide empirical data to influence information and instructional technology policy, and to pinpoint areas of strength as well as areas needing improvement. [ABSTRACT FROM AUTHOR]

In 3 empirical studies we examined the computertechnology needs and concerns of close to 800 college and university studentswith various disabilities. Findings indicate that the overwhelming majorityof these students used computers, but that almost half needed some type ofadaptation to use computers effectively. Data provided by the students andby a small sample of professors underscore the importance of universal designin a variety of areas: courseware development, electronic teaching and learningmaterials, and campus information technology infrastructure. Sex and age ofstudents were only minimally related to attitudes toward computers or theiruse in our samples. Key findings summarize the problems faced by studentswith different disabilities as well as the computer related adaptations thatare seen as helpful. These are used to formulate concrete, practical recommendationsfor faculty to help them ensure full access to their courses. [ABSTRACT FROM AUTHOR]