Disabilities, Volume 5, Issue 1 (March 2025) – 26 articles

This paper describes the co-design of a participatory group intervention developed to promote and enhance parental involvement in supporting the education of children with disabilities in Malawi. The intervention was developed through participatory co-design workshops and consensus meetings involving 23 stakeholders, including parents, teachers, and community leaders. The Behaviour Change Wheel framework and the Delphi technique guided the intervention development process, ensuring theoretical robustness and contextual relevance. The proposed intervention, Tiyanjane (‘Let Us Unite’), includes facilitator and participant training and practical face-to-face sessions over 12 weeks. The intervention targets four key areas: developing family action plans, holding regular meetings, providing ongoing support at home and school, and facilitating training and information exchange. This participatory approach, involving a wide range of local stakeholders, offers valuable insights into the process and outcomes of co-developing culturally relevant and theoretically grounded interventions to address the needs of families with children with disabilities in low-resource settings. Future research should include an evaluation of the feasibility and acceptability of the intervention and examine its applicability in diverse sociocultural settings within LMICs (low- and middle-income countries). Full article

This research used proxy reports and questionnaire-based data to explore characteristics related to participation among autistic children. The research aimed to explore child enjoyment and parental satisfaction in different activity configurations, including active and sedentary pursuits and activities in which children participate alone or in groups. Parents/guardians (n = 100) of autistic children aged 4–15 years completed questionnaire-based assessments of their autistic child’s motor skills, social skills, and characteristics of participation. Regression analyses were completed to elucidate the factors that may contribute to a child’s enjoyment of and parental satisfaction with the child’s participation in the different activity configurations. A strong positive correlation was found between motor and social skills, and for motor and social skills in concert with the different activity configurations. Regression analyses found that the social skills of autistic children were related to participation in most of the activity configurations for both the child’s enjoyment and parental satisfaction in participation. Other results indicated that lower social skills were more strongly related to child enjoyment and parental satisfaction, and that the highest enjoyment and satisfaction scores were found for the sedentary and individual activities. These results reinforce the impact of social skills on participation in various activities, and the need for early intervention to promote skill development among autistic children. Full article

Attention deficit hyperactivity disorder (ADHD) is a neurological disorder generally experienced as challenging, as it impacts multiple aspects of an individual’s life. There is a significant gap in the literature surrounding ADHD in adults, including experiences of stigma and social inclusion from the perspective of people with ADHD. This study aimed to explore perceptions and experiences of social inclusion and stigma amongst a sample of university students with ADHD living in Ireland. Nine semi-structured interviews were conducted with seven participants (four men and three women), including two follow-up interviews. The participants were all university students with an official diagnosis of ADHD. Data from the interviews were analysed using the descriptive and interpretive method of Constant Comparison Analysis. In total, sixteen categories (themes) were extracted and classified into five overarching domains: informational access, access to healthcare, attitudinal access, social inclusion, and academic accommodations. The findings indicated that ADHD adversely affects university students’ experience of social inclusion. Barriers to effective healthcare, negative attitudes towards ADHD, and misinformation/lack of information were all highlighted as risk factors for feelings of social exclusion. Universities should include students with disabilities when designing policies and provide accommodations to support them. Additionally, greater awareness and informational access is imperative to improving social inclusion for people with ADHD. Full article

Support in the context of inclusive education is pivotal, yet many countries struggle with integrating the evolving role of support teachers within inclusive frameworks. For that reason, some challenges and reluctance can be found in relation to the development of the functions of these professionals. Therefore, a way forward would be to clarify the role and responsibilities of support teachers in fostering inclusive educational environments. This paper aims to contribute to this discourse by conducting a narrative review of existing research on the functions of support teachers. Special attention is paid to their contributions in the construction of inclusive educational contexts. The review, which was inspired by the guidelines of the PRISMA statement, yielded 23 final studies. Four professional roles were identified: direct care-assistance, consultative-collaborative, administrative-documentary, and coordinator-leadership. Furthermore, the findings indicate that there is a predominance of individual or small group support practices outside the regular classrooms. The need to implement collaborative practices to generate support networks at both school and community levels is emphasized. Three major themes were identified as the primary challenges: teacher training, collaboration among educators, and school curricula, particularly in the post-primary stages. Orientations for rethinking the role of support teachers from an inclusive approach are outlined in the discussion. Full article

This case report is a reflection on the cumulative results of a number of research projects conducted in Iceland in the field of parenting with a disability. The underlying research consisted primarily of an analysis of court case documents and interviews with parents, extended family members and relevant professionals. The contribution that follows emerged out of a question that we posed to our overall research findings and experiences—what does justice look like for parents with ID who have to contend with deprivation of custody orders? In the rare instances in which a parent ultimately prevailed over an unjust deprivation order, this was only accomplished after an extensive fight through the court system, after which, a great deal of harm to the family had already been caused. We offer for consideration a close look at one such case that we followed, the aftereffects of which are still ongoing. The other path to success appears to be that of early intervention, but this typically occurs through happenstance and requires the involvement of a network of progressive professionals and fortuitous timing. Our contribution is a call to discuss what justice looks like and how this may be transformed into something more systematic. Full article

Community-based exercise programs (CBEPs) designed for persons with physical disabilities can promote participation in physical activity (PA). Despite their importance, few CBEPs for persons with physical disabilities exist in Canada. Understanding successful CBEP implementation may provide exercise providers with a framework to support the development, implementation, and long-term sustainability of CBEPs. The purpose of this study was to explore CBEP providers’ perceptions of the barriers and facilitators surrounding the initial and ongoing implementation of CBEPs using the Consolidated Framework for Implementation Research 2.0 (CFIR 2.0). Fifteen eligible CBEPs were identified, of which nine program providers expressed interest in participating in semi-structured interviews. Transcripts were subject to inductive thematic analysis, and codes were deductively mapped onto domains of the CFIR 2.0. Barriers and facilitators were organized into six overarching themes and eighteen subthemes. Across themes, barriers and facilitators were present through initial and ongoing implementation and spanned all five domains of the CFIR 2.0, suggesting factors at all levels influence CBEP implementation. Ultimately, the barriers and facilitators to CBEP implementation may act as a roadmap to support the creation and sustainability of new and existing CBEPs, thereby increasing the number of programs that offer PA opportunities for persons with physical disabilities. Full article

For children with disabilities, participation in group physical activities can promote inclusion and a sense of belonging, enhance physical functioning, and improve mental health. Yet, there are very few youth sports programs that offer adaptive programs for children with disabilities. Why do some youth sports programs offer these special programs? The purpose of this qualitative study was to understand the experiences and challenges of select youth gymnastics and dance programs in the eastern part of the U.S. that offer adaptive programs for children with disabilities. Nine program directors individually participated in zoom interviews between 45 and 60 min. Results revealed the background of program directors (limited disability experience), why they started their programs (parent requests/personal experiences), challenges faced when creating and sustaining their program (recruitment of participants), advertising the program and recruiting participants (mostly word of mouth), and recruiting and training coaches (within the gym). Full article

Introduction: The COVID-19 pandemic challenged people with spinal cord injury (SCI) regarding a variety of mental and physical issues. New challenges may arise as the effects of the pandemic continue. The objective of this descriptive qualitative study was to explore the social participation of Canadians with SCI during the second wave of COVID-19. Methods: Participants with SCI from two Canadian provinces (Quebec and British Columbia) were interviewed. Results: Eighteen participants completed interviews. The facilitators of social participation remain similar since the first wave of COVID-19, such as the use of technology, help received by relatives, and the use of delivery services to obtain groceries and other essentials. Obstacles to mobility due to winter conditions and lack of considerations related to COVID-19 public health measures specific to wheelchair users were also discussed by participants. Conclusions: People with SCI perceived participation restrictions, little changes in life habits, and uncertainty about the future during the second wave of COVID-19. The unique living conditions of people with SCI, ability to adapt life habits, and the lived experiences of people with SCI may have contributed to an overall resilience during the pandemic. Adaptive families, social contacts, and technology made a difference during the pandemic. Full article

People who sustain traumatic brain injuries (TBIs) often experience unmet rehabilitation needs. The aim of our research was to explore how the invisible aspects of traumatic brain injury affect the experiences of survivors of TBI in accessing the necessary medical, social, and financial assistance. Using Giorgi’s descriptive phenomenological inquiry, we purposefully sampled 11 participants who had experienced TBI when aged 13–27 for interviews. The time since their injuries ranged from 7 to 37 years. Three key themes emerged: (1) lack of knowledge and guidance in medical services, (2) lack of social service assistance, and (3) battles with insurance companies. Our findings show that, due to the hidden nature of TBI-related disabilities and a general lack of societal knowledge about TBI outcomes, survivors face significant difficulties in accessing essential medical, social, and financial services. This study underscores the critical need to address the challenges faced by youth survivors of TBI, as their injuries occur during a pivotal developmental phase when they are developing psychosocial skills, pursuing education, and transitioning into the workforce. Delays or lack of proper medical, social, and financial support hinder rehabilitation and the successful reintegration of these youth into society. Full article

Studies on disability and unpaid domestic and care work (UDCW) in low- and middle-income countries are rare. This paper contributes to a nascent body of literature by exploring how children’s unpaid workloads at home are affected by the disability status of their primary caregiver and of younger children within the household in 34 low- and middle-income countries and areas. We constructed ordinary least-squares regression models for the pooled data using country-fixed effects and for each country and area separately. Random effects models are included as a test of robustness. Our analysis of the pooled data revealed that when a household included a child aged 2–4 with a disability, the time dedicated to UDCW by children aged 5–17 rose by approximately 10 percent, on average. While we did not find an association between the disability status of the caregiver and the time children dedicated to UDCW in the pooled regressions, in the country-specific regressions, having a caregiver with a disability was associated with changes in the time spent on UDCW in certain countries, signaling the heterogeneity of country experience. As such, there is reason to devote additional attention to understanding the implications of disability on the amount of time children spend on UDCW and to consider what types of support might be needed in households with diverse disability profiles. Full article

As online health and wellness programs become more ubiquitous post-pandemic, there is a need to better understand how people with physical disabilities respond to different types of program offerings. Online health promotion programs have become popular in the disability community, and programs offer a range of activities across various wellness domains (e.g., exercise, nutrition). This study examined factors predicting adherence to three different types of online health promotion programs tailored for people with physical disabilities. A survey was developed to examine factors associated with high, moderate, and low adherence to three different types of health promotion programs. Participants who completed an online wellness program were sent a survey that asked questions related to adherence to a range of wellness activities. The three programs included the MENTOR (Mindfulness, Exercise, and Nutrition to Optimize Resilience), GROWTH (Growing Resilience Out of Wellness and Thoughtful Habits), and SOSE (State of Slim Everybody) programs, all of which focus on different self-care strategies. MENTOR focused on educating participants about mindfulness, exercise, and nutrition; GROWTH aimed to deliver mental and emotional health techniques, while SOSE’s purpose was to teach participants how to implement healthy weight loss, weight management, and daily exercise practices. Results indicated that participant perceptions of program delivery, specifically programs being disability friendly, virtual environment enjoyment, having positive instructor relationships, adaptable content, the instructor’s knowledge about disability, the instructor’s use of appropriate language, and program satisfaction, affected the likelihood of high adherence among people with physical disabilities enrolled in the health and wellness programs. Full article

Despite inclusive design focusing on improving environmental accessibility for mobility aid (MA) users, it often fails to ensure true inclusivity due to mismatches between interventions and user perceptions. Therefore, understanding MA users’ perceptions of inclusivity is essential for advancing disability studies and design, as it highlights key interventions for more effective practices. This study aims to explore perceived inclusivity in MAs’ usage and identifies gaps in users’ needs, classifying their needs and offering recommendations to meet them. First, the DARE-Inclusive Design Framework was used to develop interview guidelines and interpret results. Next, using a qualitative descriptive research, semi-structured in-depth interviews were conducted with 12 experienced physiotherapists in Iran. Finally, an inductive thematic analysis was applied to identify and present the emerging themes. Four themes were identified: 1. Perceived Financial Value: Assessing Worth, 2. Objective Enhancements: Optimizing Environments and MAs, 3. Subjective Enhancements: Trustworthiness, Support, and Hope, and 4. Contextual Factors: Interpretations and Representations. The four interconnected themes provide guidelines for inclusivity-oriented interventions, emphasizing financial assessment, high-tech integration, and aesthetic and symbolic considerations in MA design. Physiotherapists can also mediate emotional responses and enhance inclusion during rehabilitation. Additionally, social context and disability etiology impact users’ acceptance and use of MAs. Full article

Developmental central hypotonia describes children with decreased muscle tone due to non-progressive central damage, and includes many genetic conditions (e.g., Down, Prader–Willi or Joubert syndromes etc.), cerebral palsy with hypotonia as the main motor type, developmental delays and congenital hypotonia with favorable outcome. This umbrella review aims to systematically describe the best available evidence for interventions that may be used by early intervention therapists in home and community settings. We conducted electronic searches in PubMed, Medline, CINAHL, EMBASE, EBM Reviews and PEDro during August 2024. Methodological quality and risk-of-bias were rated by all authors, and included reviews were compared and contrasted. Eight systematic reviews (SRs) and two overviews of interventions for children with developmental central hypotonia under 6 years of age were identified through databases and other search methods. Four SRs and one overview evaluated treadmill training, one SR evaluated use of orthotics, another evaluated therapeutic exercise, and two SRs and one overview evaluated a range of occupational and physical therapy interventions. Methodological quality and risk-of-bias of included reviews were variable. Most evidence is related to children with Down syndrome, with few studies addressing children with central hypotonia from other causes. Low-quality (GRADE) evidence supports treadmill training to promote walking onset in children with Down syndrome. Motor, sensorimotor, orthotics, positioning, mobility and infant massage interventions are supported by positive but low- or very-low-quality evidence, and recommendations in favor are all conditional. Primary research on effectiveness of all occupational and physical therapy early interventions for children with developmental central hypotonia from all causes is warranted. Full article

This systematic review examines the evolution of higher education and disability-focused professional literature from 2013 to 2022, conducted across 77 countries. The review highlights the geographical distribution of the literature, methodologies utilized, and disability types represented in the publications. Results indicate the majority of the literature is concentrated in North America and Europe, with a principal focus on non-intervention research. Additionally, the review examines the thematic focus of the research, with results highlighting an emphasis on student-level studies. The current state of global higher education and disability literature emphasizes the impact of international legislative documents, declarations, and mandates on postsecondary education trends for individuals with disabilities. Lastly, insight is provided regarding areas that merit exploration to further advance higher education for individuals with disabilities worldwide. Full article

The purpose of this study was to describe the perspectives of young adults with cerebral palsy on participating in the transition process when transitioning from children’s health care to adults’ health care and rehabilitation. A phenomenographic approach with data collected with semi-structured interviews was used. Fourteen young adults aged 19–26 with cerebral palsy participated. The analysis resulted in four categories: (1) need for comprehensive and participatory rehabilitation; (2) barriers in the rehabilitation system; (3) self-awareness, courage and activity are rewarded; and (4) a dream of an active role in society. To conclude, the young adults had both positive and negative experiences of the transition process as well as of the rehabilitation planning at the adult health care service. It is important to start the transition planning early, and to involve the young adult as an active participant in the planning process. Both in the transition phase and in the adult health care service an anticipatory and collaborative approach where the young adult’s holistic needs would be considered should be standard practice. A focus is needed on how to grow towards a good adulthood and how to live a meaningful life as a valued member of society. Full article

Maternal primary caregivers in rural low-income contexts who care for children with cerebral palsy (CP) experience significant barriers related to their caregiving responsibilities that have a profound impact on all aspects of their lives. This paper reports on a study that aimed to explore barriers related to caring for a child living with CP in the rural province of Limpopo, South Africa. An exploratory qualitative research design was employed. Purposive, convenience, and snowball sampling was used to recruit 10 primary maternal caregivers of children living with CP between the ages of 3 and 18 years. A semi-structured interview was used to collect data. The data were analyzed using a thematic analysis. This study found six barriers related to caring for a child living with CP in rural areas, which included physical, financial, social, emotional, spiritual, and health barriers. The primary maternal caregivers of children living with CP in rural areas experience a significant burden of care. Consequently, they need support and respite care to ease these challenges. Full article

Leisure education has the potential to improve the quality of life and prepare students for social participation after graduation. This study elucidates the perspectives of special education teachers on leisure instruction. The study surveyed 129 teachers from 10 special needs schools for students with intellectual disabilities in Prefecture A, a rural area of Japan. An online survey was conducted from 21 October to 17 November 2023. The survey items were based on 13 aspects of leisure instruction identified from a literature review related to leisure instruction in Japan and a qualitative analysis of interviews with high school teachers in special needs schools for students with intellectual disabilities. The results showed that “The ability to pass time during brief periods of free time”, “Various activity experiences that lead to leisure”, and “Knowing one’s strengths and weaknesses in activities” were significantly more important during school. Conversely, “understanding the psychological importance of leisure”, “connecting with organizations that support leisure activities”, and “finding places to engage in leisure activities” were significantly more important after graduation. The results of this study can be used to identify the gaps in perception between special education teachers and vocational rehabilitation practitioners responsible for post-social participation support. Full article

Despite advancements in legal protections for people with disabilities in Vietnam, significant barriers to employment persist. This qualitative phenomenological study explored the employment experiences of people with physical disabilities in Vietnam. Semi-structured interviews with 15 participants employed across different sectors were thematically analysed, with the ecological systems theory applied as a guiding framework to interpret the findings and implications. Three primary themes were revealed: accessibility, vulnerability, and discrimination and ableism. The results also emphasised the importance of positive attitudes and interactions from co-workers and supervisors in fostering inclusive workplaces. Recommendations include policy reforms for attitudinal shifts, focus on equity to improve workplace culture, and the involvement of people with disabilities in organisational decision making. These actions are essential for creating more diverse and inclusive workplaces in Vietnam, where employees with physical disabilities feel included, valued, and empowered. Full article

This mixed-methods study examined school-based physical activity (PA) and the quality of physical education (PE) experiences for children with physical or sensory disabilities. The participants included 10 children (4 girls, 6 boys) with a mean age of 10 years, 5 of whom had sensory disabilities, and 5 of whom had physical disabilities. PA was measured using accelerometry over a 7-day period. Semi-structured interviews explored the children’s experiences in PE classes. Interview data were deductively coded using the Quality Participation Framework to identify examples of autonomy, belongingness, challenge, engagement, mastery, and meaning. On average, children engaged in 17 min per day (standard deviation (SD) = 16) of moderate-to-vigorous-intensity physical activity (MVPA) during school, and 5 min of MVPA (SD = 6) during PE classes. Most children did not meet the provincial policy of 30 min per day of school-based MVPA. Children reported both positive and negative examples of autonomy, belongingness, challenge, engagement, and mastery, and positive experiences of meaning. Overall, children with physical or sensory disabilities accumulate minimal MVPA during school and have mixed-quality participation experiences in PE. These insights can guide efforts to enhance both the quantity of school-based MVPA and the quality of participation in PE for children with disabilities. Full article

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder with challenges in social communication and interaction as well as stereotyped and repetitive behaviors, interests, and activities. Students with ASD often prefer to engage with technology because of its predictability and limited social demands. In recent years, the application of Artificial Intelligence (AI) in education has gained considerable attention. The present study aims to reveal the research trends regarding the design and development of AI teaching interventions in special education, especially for students with ASD, who often face significant challenges in academic, cognitive, and social domains. A search of the research literature from 2018 to 2024 in three electronic databases identified 1762 records. After applying eligibility criteria, 13 empirical studies were finally included, which were coded and analyzed in detail. The results demonstrated the potential of AI technology in supporting students with ASD in their learning, while also identifying gaps that warrant further investigation. This article concludes with future considerations for how AI could support students with ASD, emphasizing there are still gaps in the research, particularly in terms of long-term effectiveness and the standardization of methodologies for AI-based educational practices. Full article

The Mobility Intensive Training (Mob-IT) protocol is an innovative intervention focused on motor learning to improve the mobility of children with cerebral palsy (CP). The objective was to describe the feasibility and intervention fidelity of Mob-IT. A single-subject experimental study was conducted with four children with CP, a median age of 11 (7–13) years, and a Gross Motor Function Classification System I–III. The Mob-IT included 24 h of practice of mobility goals, delivered three times a week in 2 h sessions over four weeks. Feasibility was assessed using the Qualitative Feedback Questionnaire (QFQ), evaluating adherence, acceptability, adverse effects, the clarity of procedures, and intervention time. The Canadian Occupational Performance Measure (COPM) was used to assess participant and caregiver satisfaction. Fidelity was measured by the type of feedback provided (intrinsic vs. extrinsic), task challenge level, and intervention volume. Participants reported good acceptance, few adverse effects, and satisfaction with the outcomes. The intervention adhered to the proposed principles, with a focus on extrinsic feedback and tasks showing progression over time. Time was well spent, being 78% focused on activities and using mostly extrinsic-focused feedback. The Mob-IT protocol was considered feasible and faithful to its principles. As this is a feasibility study, the results indicate the need to expand the intervention to a larger, randomized study. Full article

Dementia is recognised as a disability under the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). People with disabilities like dementia have the right to access specialised health and social care services, including interventions that support independence and community participation. Cognitive Stimulation Therapy (CST) is an evidence-based psychosocial intervention that improves cognition, communication, confidence, and quality of life for people living with dementia, but an implementation gap means that CST is often not available. This study examines whether trained CST practitioners implemented CST, their perceptions of the acceptability and efficacy of CST, whether the perceived acceptability and efficacy of CST predicted implementation, and practitioners’ opinions on the barriers and facilitators to CST implementation. A mixed-methods approach was used, with 62 participants (91.9% female). Although 95% of participants were trained to deliver CST, 45.2% did not facilitate CST groups. Statistical analysis showed that perceived efficacy significantly predicted both the likelihood of running CST groups (p = 0.006) and the number of groups delivered (p = 0.01). Thematic analysis of qualitative data identified the three key themes of ‘resources’, ‘awareness and education’, and ‘acceptability of CST’. Overall, the results show that while CST is acceptable and deemed highly effective, resources and staffing often impede implementation. The results are discussed in the context of prioritising the rights of people with disabilities and recommendations are made on improving access to evidence-based support. Full article

This study examines the link between language abilities and Theory of Mind (ToM) development in individuals with Williams Syndrome (WS) and Down Syndrome (DS). We compared the results of 16 participants with WS, aged 6.3 to 27.2 years (Mean = 15.9 years, SD = 6.8 years), to those of 16 participants with DS, aged 10.7 to 23.9 years (Mean = 16.8 years, SD = 3.6 years). Using the French version of the ToM test-Revised (ToM test-R), we assessed three levels of ToM development: prerequisites, first-order beliefs, and second-order beliefs. Language abilities were evaluated using the Isadyle French language assessment battery, focusing on word comprehension, word production, syntax comprehension and production, and emotional lexicon. The results showed that the WS group performed significantly better in overall ToM skills in the ToM test-R compared to the DS group. Moreover, language skills were significantly associated with ToM development in the WS group, but not in the DS group. These findings underscore the importance of language development, particularly syntax and emotional understanding, in ToM acquisition. Through the application of a cross-syndrome approach, this study provides insights into how each syndrome impacts ToM development and the role of language in this process. Full article

Esports involves competition conducted through online computer games, a format that allows individuals to compete together regardless of age, sex, or physique. However, due to preconceived notions about individuals with visual impairments, their abilities are occasionally underestimated or overestimated. Furthermore, while esports heavily depend on visual elements, there has been little clarification on which abilities can be performed equally by both sighted and visually impaired individuals and which abilities differ. This study examined whether rapid tapping speed, a skill potentially utilized in esports, is affected by visual impairment, testing the hypothesis that there is no significant difference in tapping speed between visually impaired and sighted individuals. By identifying skills that show no differences and those that do, this research lays the groundwork for designing environments where all participants can equally enjoy activities, including the appropriate use of handicaps. The study employed a 30 s rapid tapping speed evaluation model in which participants were asked to tap a key on a computer keyboard as quickly as possible. The total number of taps, initial speed, and speed maintenance were measured over three trials, and temporal changes, such as deceleration, were assessed. No significant differences were observed between groups in the total number of taps, initial speed, or speed maintenance, indicating that tapping speed is not dependent on visual impairment. Thus, a rapid tapping ability can be equally demonstrated by both visually impaired and sighted individuals, highlighting the potential for increasing inclusivity in esports. These findings highlight the potential for creating inclusive esports environments that accommodate visually impaired players, thereby promoting broader participation. Full article

In this qualitative study, we examined the experiences of Rafael, a professional baseball player diagnosed with attention deficit hyperactivity disorder (ADHD), a prevalent neurodevelopmental condition. Through an extensive interview with the participant, our research aimed to determine how baseball can effectively support individuals with this diagnosis in overcoming their obstacles. Qualitative analysis of the verbal data revealed four interconnected themes—Formative Years and Key Experiences, Dealing with ADHD, Learning through Baseball, and Navigating Life Today—highlighting how the sport has served as a vital developmental and supportive activity for this athlete. Baseball ameliorated Rafael’s personal growth and self-regulation, transforming his challenges into opportunities for resilience and self-mastery. The study emphasizes the importance of physical team activities, particularly baseball, as a beneficial strategy for individuals with neurodevelopmental challenges and recommends further research into the long-term effects and mechanisms through which sports can alleviate symptoms associated with ADHD and related diagnoses. Full article

Sharing disability-related information with an employer to gain workplace adjustments is a complex process for young people with intellectual and/or psychosocial disabilities. We examined the disclosure experiences of young Australians with intellectual and psychosocial disabilities, their subsequent access to workplace adjustments, and their employment outcomes. Using narrative inquiry, we analysed qualitative data collected from 24 interviews with participants with an intellectual (n = 10) and psychosocial disability (n = 14) between 18 and 25 years old recruited as part of an Australian Government-funded Youth Employment Study. Four main narratives emerged among the participants responses. Positions ranged from their having no control over disclosure experiences to a high level of control resulting in access to workplace adjustments. These positions were impingent on their knowledge of rights and adjustments, previous experiences, workplace context, and self-advocacy capacity. Our study provides unique insights into the employment experiences of young people with intellectual and psychosocial disabilities. The findings may inform initiatives aimed at building their capabilities for disclosure to gain workplace adjustments that can improve their employment outcomes in turn. Full article