Beth Mineo

Associate Professor, Education; Director, Center for Disabilities Studies University of Delaware

  • Newark DE

Prof. Mineo's Research focuses on autism and other communication disorders, particularly language disorders.

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University of Delaware

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Biography

Dr. Beth Mineo is the Director of the Center for Disabilities Studies, Director of the Assistive Technology Unit at the Center, and Associate Professor in the School of Education at the University of Delaware. Trained as a speech/language pathologist and specializing in supports for individuals with significant learning and communication disabilities, she has extensive experience in project design and implementation, services for individuals with disabilities, and assistive technology development, utilization and policy. She currently conducts research and implementation projects focusing on accessible instructional materials, language representation, and utilization of assistive technology with children 0-5.

Industry Expertise

Education/Learning

Areas of Expertise

Assistive Technology Development
Accessible Instructional Materials
Speech and Language Pathology
Communication Difficulties

Media Appearances

Former Milford hospital’s gift shop becomes a hub for assistive tech

Bay to Bay News  online

2022-06-23

Beth Mineo, director of CDS, said the resource center houses equipment, software and toys for those with disabilities. Everything from communication devices to support people with vision or hearing loss to modified eating utensils and textured playthings are available.

“There is literally something in there for anybody with a disability,” Ms. Mineo said, adding that the center anticipates working with clients of other Wellness Village patients, like a new ventilator unit and PACE Your LIFE.

“We looked at lots of different locations, but this was really perfect because there are so many other organizations located in this space that support the same group of people that we do,” she said. “So when someone is visiting another organization, and someone there suggests something they should try, they can just walk over here, borrow it and try it. So we’ll be cross-referring people back and forth.”

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Infrastructure law includes money for transit access

NY1  online

2021-12-17

Now, a $1.75 billion investment in the bipartisan infrastructure law that President Joe Biden signed last month aims to bridge the accessibility gap through a new grant program for the more than 920 stations around the country — or 20% of all stations— that don’t meet ADA standards, according to the Department of Transportation.

“Even though we have a law that's been in place for over 30 years, lots of our transit infrastructure was grandfathered in under the law,” said Dr. Beth Mineo, director of the Center for Disabilities Studies at the University of Delaware.

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Delaware piloting new internet-based voting system for disabled, overseas voters

Delaware Public Media  online

2020-05-01

Albence adds the digital ballot marking tool in the new system has greater compatibility with accessibility devices some disabled voters use than the old, in-house system did.

Beth Mineo, director of the University of Delaware’s Center for Disabilities Studies, says this is important.

“A lot of people who are reliant on assistive technology already have their own personal product, whether it’s for communication or computer access,” she said. “In order to register their vote on a paper ballot, they would have to engage somebody else to take that step at their direction, which at times can open up the question of whose vote was it. But this is much more direct from the person to the system.”

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Articles

Communication in Children and Youth with Cerebral Palsy

Cerebral Palsy

2020

Communication is a broad construct that subsumes a variety of purposes, modalities, and levels. Communication arises from an interplay among physical, sensory, cognitive, and linguistic domains, and disruptions in one or more can influence both the development and use of communication skills. Communication difficulties are present in a very large proportion of children and youth with cerebral palsy and manifest as speech, language, literacy, and interpersonal communication challenges. This chapter reviews communication development in children and youth with CP relative to speech, language, and literacy domains and discusses both assessment considerations and prevalent intervention approaches across all three domains.

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Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention

American Journal on Intellectual and Developmental Disabilities

2016

The National Joint Committee for the Communication Needs of People With Severe Disabilities (NJC) reviewed literature regarding practices for people with severe disabilities in order to update guidance provided in documents originally published in 1992. Changes in laws, definitions, and policies that affect communication attainments by persons with severe disabilities are presented, along with guidance regarding assessment and intervention practices. A revised version of the Communication Bill of Rights, a powerful document that describes the communication rights of all individuals, including those with severe disabilities is included in this article. The information contained within this article is intended to be used by professionals, family members, and individuals with severe disabilities to inform and advocate for effective communication services and opportunities.

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Twenty Years of Communication Intervention Research With Individuals Who Have Severe Intellectual and Developmental Disabilities

American Journal on Intellectual and Developmental Disabilities

2010

This literature review was conducted to evaluate the current state of evidence supporting communication interventions for individuals with severe intellectual and developmental disabilities. We reviewed 116 articles published between 1987 and 2007 in refereed journals meeting three criteria: (a) described a communication intervention, (b) involved one or more participants with severe intellectual and developmental disabilities, and (c) addressed one or more areas of communication performance. Many researchers failed to report treatment fidelity or to assess basic aspects of intervention effects, including generalization, maintenance, and social validity. The evidence reviewed indicates that 96% of the studies reported positive changes in some aspects of communication. These findings support the provision of communication intervention to persons with severe intellectual and developmental disabilities. Gaps in the research were reported as were recommendations for future research.

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Education

University of Pittsburgh

PhD

Communication Sciences & Disorders

1985

University of Pittsburgh

MA

Speech Pathology

1981

Penn State University

BS

Speech Pathology & Audiology

1979

Languages

  • English