Disabilities, Volume 4, Issue 3 (September 2024) – 2 articles

Introduction: Despite legislation mandating accommodation policies in higher education, support for learners with disabilities is often not implemented within health and human services (HHS) education programs, particularly in fieldwork settings. This paper will describe the protocol of a study aimed to (a) explore challenges and opportunities of current practices for supporting learners living with disabilities in a fieldwork context, across 10 HHS programs; and (b) develop, pilot and evaluate innovative accessibility practices to decrease existing barriers faced by educators and learners. Method: Using a critical disability studies framework, we designed a national, multi-profession, mixed methods design. Data are collected through interviews (qualitative) and an online survey (quantitative) that participants complete prior to the interview. Additionally, an online mapping diary is used to facilitate the understanding of accessibility in fieldwork education from the perspective of the learners. Participants include learners living with disabilities, academic fieldwork coordinators, fieldwork educators, accessibility advisors and professional organizations representatives. Implications: Learners living with disabilities navigate systemic barriers: (a) the additional “work of being a disabled learner”, during a rigorous academic program, and (b) absent or inadequate fieldwork accommodations. Exploring those systemic barriers as faced by all partners offers the potential to develop strategies and tools to foster inclusive and accessible HHS education. Full article

Background: Individuals with autism spectrum disorder (ASD) often lead sedentary lives, contributing to cardiovascular disease and muscular atrophy, requiring innovative therapeutic exercise approaches. Whole-body vibration (WBV) exercise training offers a unique option for those with limited motor control. This six-week pilot study aimed to assess the feasibility and effectiveness of WBV training in individuals with ASD. Methods: Six participants (age: 22.17 ± 2.14 years) underwent twice-weekly WBV sessions (10–24 min, 5–25 Hz). Cardiovascular biomarkers, including body composition, leg strength, blood pressure, waist/hip ratio, and body mass index (BMI), were measured. Qualitative outcomes on exercise tolerance, protocol completion, and perceived exertion were collected at each session. Data analyses, including measures of central tendencies and the Wilcoxon Signed Rank Test, evaluated the intervention’s effectiveness. Results: WBV training was safe and well-tolerated in adults with ASD. Despite no statistically significant improvements in cardiovascular and muscular strength indices, participants showed good adherence and tolerance to the protocol. Conclusion: Although WBV training had no significant impact on measured outcomes, it emerged as a feasible and well-tolerated exercise for individuals with ASD. It shows promise for addressing cardiovascular risk factors and reducing sedentary behaviors, suggesting the need for longer interventions to fully uncover its therapeutic potential. Full article