Disabilities

Advancements in Assistive Technologies (ATs) have significantly improved the quality of life and autonomy for people with intellectual disabilities and autistic individuals, enhancing education, social interaction, employment, and mental health. Nevertheless, several barriers still emerge in the daily implementation of such technologies, highlighting the need to explore them in depth. Using a two-round Delphi method, we conducted a research study with an expert panel of 284 participants from 31 European countries, collecting quantitative and qualitative data. We tested ten future-oriented projections and gathered insights on participants’ backgrounds and attitudes towards ATs for this demographic. To enhance representation, experts from academia, service providers, industry, and disability organizations, as well as individuals with disabilities and their families, were included. Although the findings show strong consensus among experts on the positive impact and desirability of ATs for promoting the social inclusion of people with intellectual disabilities and autistic individuals, they also reveal differing perceptions across expert groups and identify two distinct future scenarios linked to different cultural, social, and economic hindrances. In this sense, our study provides diverse global perspectives, with the potential to help governing bodies understand the expectations, concerns, and needs related to ATs for often underrepresented groups–people with intellectual disabilities and autistic individuals in this case. Full article

Employer disability confidence is a concept being used increasingly in employment interventions and policies targeting the demand side of the labour market to support the employment of people with disability. However, the concept is not well-defined and lacks a theoretical basis, inhibiting its application to best effect. This study aims to develop a conceptual model of employer disability confidence to fill in the definitional and theoretical gap in the current practice and literature. The paper presents a synthesis of the Theory of Planned Behaviour (TPB) and explores the literature that reports on use of TPB in disability employment contexts. We have applied the TPB to explain the concept of employer disability confidence. In the proposed framework, disability confidence is theorised to be the sum of the attitudes towards hiring people with disability, the perceived social expectations, and the perception of the employer and workplace of control over factors enabling and hindering employment of people with disability. Development of a theory-based and action-oriented framework for employer disability confidence could contribute to designing initiatives and interventions aimed at employers and workplaces to remove barriers to employment for people with disability, as well as understanding and assessing the effectiveness of implementation of such interventions. Full article

Workers’ attitudes towards people with disabilities can influence labor inclusion. Despite the relevance of learning about these attitudes, in Chile, there are no reliable and validated instruments to measure them in workers. An instrumental study was carried out to adapt and psychometrically analyze the Spanish version of the Scale of Attitudes towards People with Disabilities (EAPCD) in the Chilean population. By means of a non-probabilistic convenience sampling, 310 people between 19 and 76 years of age (M = 39.4; SD = 11.2) from different regions of Chile participated in the study. The linguistic adaptation included the change in Spanish idioms and expressions to the Chilean context, whose relevance was validated with cognitive interviews. Descriptive analysis, internal consistency analysis, and CFA (confirmatory factor analysis) were performed. The CFA indicated an adequate fit to the three-factor model proposed in the original scale (χ²(431) = 808.070, p < 0.01; RMSEA = 0.053; CFI = 0.93; TLI = 0.93). The Social Relations and Normalization dimensions were reliable; however, it is recommended that the items of the Intervention Programs dimension be revised or eliminated, since they could be confusing in the local context. It is concluded that the scale is reliable and valid to evaluate attitudes towards the inclusion of people with disabilities in Chile in the work context. Full article

People with disabilities disproportionately face barriers to homeownership, many of which are associated with costs. One related, but unexplored barrier to homeownership in the United States (U.S.) is the role of Supplemental Security Income (SSI) policy. SSI is a means-tested federal program in the U.S. that provides monthly income to those who are blind or disabled. Recipients may not own assets totaling more than USD 2000 (or 3000 per married couple). While homes are excluded from this assessment, the strict cap on savings generally means that SSI recipients who do not already own a home when they begin to receive benefits cannot accrue sufficient savings to qualify for a mortgage. Using data from the 2019 American Community Survey, this analysis explores the relative importance of SSI receipt in predicting rate of homeownership by using logistic regression to examine the effect of having a disability and receiving SSI on the odds of homeownership. Marginal effects identify the average predicted probabilities of homeownership to demonstrate the extent to which SSI receipt is related to each category of disability and race differently, suggesting that this policy may be related to a lower rate of homeownership for people with disabilities. Full article

Despite the recognition of the importance of both formal and natural supports for adults with developmental disabilities, there is limited research on how organizations integrate these supports in the Canadian context. Using a collective case study design, this study explored how three organizations in British Columbia, Canada, facilitate the integration of formal and natural supports to improve the lives of adults with developmental disabilities. Data were collected through a comprehensive document review, interviews, and focus groups. The analysis was conducted in multiple phases, focusing initially on individual cases and then on cross-case themes. This research revealed both similarities and differences across three organizational approaches to integrating formal and natural supports for adults with developmental disabilities and their families. Key themes were identified, including the importance of relationships in this work, the creation of natural supports through formal supports and brokered community connections, systemic changes and innovative approaches, and the impact of funding models on organizational support. The findings highlight the critical need for organizations to build trust-based relationships between staff and the people they serve and to provide flexible support that adapts to changing needs and circumstances, facilitated by funders allowing for such flexibility. This study also underlines the value of formal supports in establishing natural networks and the necessity for cross-organizational partnerships to foster innovation and implement effective changes in the provision of services for people with developmental disabilities and their families. Full article

Background: Appropriate wheelchair and seating systems are key to allow for the participation of people with Duchenne Muscular Dystrophy. There is little research that focuses on their long-term seating issues and what topics they want studied. Methods: This mixed-method study with adults with Duchenne used an Internet-based survey about wheelchair mobility and discomfort, followed by in-depth interviews. Unanticipated remarks in the interviews led to a second survey regarding the effects of cold weather on wheelchair driving. Descriptive and qualitative analyses were performed. Results: Thirty-seven individuals completed the original survey: 78% used a powered wheelchair, 58% were uncomfortable in their wheelchair, and 94% felt the need to change their seating position. In-depth interviews (N = 9) revealed three themes: seating and pain management, caregiver cooperation, and temperature sensitivity. Almost all (8/9) interviewees explained that cold was a barrier to their participation. In the second survey (N = 13), 11 reported that cold affected their driving, with 10 remarking that it prevented them from participating in daily life activities and 11 stating that the effects of cold on wheelchair driving should be studied. Conclusions: It is essential to ask end-users to identify key issues to ensure the relevance of research to people with disabilities. Full article

Background: Extensive research indicates that individuals with learning disabilities are more prone to experiencing heightened levels of emotional difficulties and distress. Objective: This study aimed to investigate the relationships between specific learning disabilities (SLDs) and psychological distress (PD), particularly focusing on the predictive power of difficulties in reading, writing, and arithmetic on PD, while also considering the effects of gender and age. Methods: The sample consisted of 133 participants (73 male) aged 23–44 years (M = 34.41, SD = 9.69), with 56 officially diagnosed with an SLD. The participants completed an online survey comprising a demographics questionnaire, a self-report SLD questionnaire, and psychological distress assessment using the K6 scale. Results: The participants with SLDs reported higher PD levels than the general population, with significant correlations between difficulties in reading, writing, and arithmetic and PD. Reading and writing difficulties were stronger predictors of PD than arithmetic difficulties. Additionally, the women and younger adults reported more PD, with the SLD severity significantly impacting PD beyond these variables. Conclusion: These findings highlight the strong link between SLDs and PD, particularly emphasizing the role of reading and writing difficulties in contributing to psychological distress. Moreover, the subjective severity of the SLD predicted PD beyond gender and age within the SLD group. Full article

This study analyzes the perceived improvement in literacy skills among 2nd-grade Primary Education students, both with and without Special Educational Needs (SEN), following the implementation of Dialogic Literary Gatherings (DLGs) during the COVID-19 pandemic. The research included 110 seven-year-old students at a school in Valencia, Spain, 11 of whom had various SEN, such as difficulties in reading, writing, mathematics, oral language, and attention, including 1 student with Attention-Deficit/Hyperactivity Disorder (ADHD). Through an inclusive approach, where all students participated in the DLGs, significant improvements were observed in reading comprehension, vocabulary, reasoning, and motivation. Students with SEN, especially those with reading and attention difficulties, showed notable progress, while students without SEN also demonstrated significant advances in communication and reading skills. The results were contextualized with international standards, highlighting the effectiveness of DLGs in improving academic performance and challenging social inequalities in an inclusive environment. Full article

Background: Mental illnesses are pervasive amongst children and adolescents with intellectual disabilities (ID), particularly anxiety disorders. To date, there has been limited research on the use of cognitive behavior therapy (CBT) as a potential treatment for this population. Fearless Me! © is an adapted CBT program specifically designed to treat anxiety in children and adolescents with mild to moderate ID. Method: Three children, aged between ten and sixteen, participated in group delivery of the Fearless Me! © program. Measures of anxiety were completed pre- and post-treatment by both the children and the parents. Results: For one child, a significant reduction in anxiety was observed, whilst another child showed significant improvement in emotional competence. Conclusions: This case series highlights the need for additional research into the utility of the adapted CBT program, Fearless Me! © to reduce anxiety in children and adolescents with ID. Full article

This conceptual paper critically examines the use of traditional medicalized terminology in speech-language therapy, with a particular focus on the Quebec context. It highlights how current language practices, rooted in a medical model of disability, often marginalize individuals with communication differences such as stuttering, autism, and aphasia by pathologizing these variations. Drawing on contemporary frameworks such as the social model of disability, neurodiversity, and “diversité capacitaire” (a French term that translates to “capacity diversity” or “ability diversity”, emphasizing the richness of diverse abilities and communication styles), the article advocates for more inclusive and empowering language that respects and reflects communicative diversity. The authors emphasize the importance of participatory approaches, including consultation with the communities directly involved and the establishment of terminological committees, to develop respectful and affirming language. Ultimately, this paper calls for a shift in speech-language therapy practices to promote a more inclusive understanding of communication, enabling individuals with communication differences to fully participate in society. Full article

Play is vital to the wellbeing of children, but playgrounds can be inaccessible to children with disabilities and limit their physical and social participation. This study evaluated the accessibility/inclusivity of twenty-five free-entry playgrounds in two Australian states and investigated whether location, construction age, and regional socioeconomic status affected accessibility/inclusivity. The New South Wales Government’s Everyone Can Play: Playspace Evaluation Checklist was used as the assessment tool with a maximum score of 156 points. Playground scores ranged from 29% to 96% of available points. The average score for destination playgrounds was significantly higher (78.0% ± 16.6%) than that for neighborhood playgrounds (54.5% ± 20.7%). Modern playgrounds generally scored higher than older playgrounds. Regional socioeconomic status did not correlate with playground score. The audit tool inadequately addresses the needs of children with disability, allocating just 24 points (15.4%) to features they need and mostly considering mobility impairment. More inclusive audit tools that capture the needs of a wide range of impairment should be developed. Main areas for improving playground accessibility include wayfinding, layout, signage (including braille, auditory, and pictorial information), and sensory and cognitive play opportunities. These findings are useful for stakeholders involved in the design, provision, and maintenance of community playgrounds. Full article

Young women with and without disabilities in South Africa experience challenges accessing sexual reproductive health and rights (SRHR) services, and this may increase during a crisis. We conducted a longitudinal cohort study with 72 young women with and without disabilities (18–25 years) in eThekwini, South Africa (2020–2022) via a series of in-depth interviews including quantitative and qualitative data on participants’ experiences during the COVID-19 pandemic and access to SRHR. Participants reported that barriers to accessing SRHR services included lockdown regulations, prioritization of COVID-19 at health care facilities, fear of COVID-19 infection, transport challenges, and youth-unfriendly clinics. Participants with disabilities experienced additional barriers to SRHR services, including ongoing (inaccessible services) and pandemic-specific (e.g., masks making lipreading impossible) barriers. Participants reported both non-partner and partner violence, with women with disabilities reporting this more frequently, physical and sexual partner violence, as well as physical and emotional abuse from caregivers. Participants with disabilities were not reporting incidents of violence to caregivers or officials because they had ‘normalized’ the experience of violence, were not believed when trying to disclose, feared that reporting would increase their problems, or could not access services due to disability-related barriers. Inclusive and accessible SRHR information, education, and services are needed. This includes disability-specific staff training, disability audits, and caregiver support and training. Full article

This paper presents the Early Basketball Protocol, a sports-based intervention designed to improve motor and socio-emotional skills in autistic preschoolers. Recognizing the paucity of sports protocols for younger autistic children, we developed this protocol using basketball rules to foster an inclusive setting where autistic preschoolers (n = 4) and their typically developing peers (n = 13) could engage in activities together. The protocol aims to simultaneously develop motor and socio-emotional skills through inclusive sports activities. Due to the COVID-19 pandemic, the effectiveness of the protocol was evaluated using parent-reported measures. A narrative approach synthesized the parental answers, and a pre–post-test analysis evaluated the preliminary application of the EB protocol based on parent-reported perceptions. Encouraging longitudinal results emerged, particularly in the improvement of socio-emotional skills for all participants. However, the early disruption of activities due to the pandemic may have contributed to the lack of improvement in gross motor skills. The paper discusses the practical implications of these findings and outlines future research directions, emphasizing the critical role of social inclusion. Full article

Background: The aim of this study is to understand what children with a disability like and dislike about participating in a gymnastics program, and to understand the views of the adults supporting the program. Methods: Children with a mild intellectual disability (aged 5–12) from a primary school providing special education participated in one of four gymnastics programs (1 h/week for 5 weeks) at a gymnastics centre. The program included ~25–50 children per group, with ~20 adults providing support, including gymnastics coaches, teachers, and adult students on placement. To evaluate the program, children (11–12-year-olds; n = 51) were invited to complete a written two-page reflection, and the adults were invited to participate in one of three focus groups. Results: 150 children attended one of four programs. Twenty-six 11–12-year-olds participated in the evaluation (n = 26/51, 51%), and, from the written responses, the themes of ‘individual preference’ and ‘resilience’ emerged. It was found that 96% (n = 25/26) reported they would like to do more gymnastics, 88% (n = 23/26) reported positive feelings during gymnastics, and 65% (n = 17/26) expressed concerns such as feeling tired or hot. Twenty-three adults participated in a focus group. Key themes included the positive impact the program delivery had on the children’s participation; and the positive impact on coaches, students, and teacher’s disability attitudes and knowledge. Conclusions: This gymnastics program was well-liked by children with a disability. To optimise participation, promoting individual choice and control may be of benefit. Full article

There is a lack of knowledge about what kind of support should be offered in adulthood for persons with attention-deficit/hyperactivity disorder (ADHD) or autism spectrum disorder (ASD) to promote inclusive participation in meaningful life domains. The core components of multiprofessional rehabilitation intervention for young adults are explored from the perspective of multiprofessional teams. This qualitative study adopts a pragmatic perspective on the core components of rehabilitation. Twenty-six professionals participated in vignette-based focus group interviews (n = 5), and thematic reflexive analysis was used to abductively analyze the data. A total of ten core components were identified. Nine of them were aggregated into three categories: (1) rehabilitation readiness (two core components), (2) adaptive progress in personal goals (four core components), and (3) rehabilitation continuum (three core components). The overarching tenth core component is focusing on the personal goals of daily life, work, studies, and social interaction. A collaborative relationship between the client and professional is essential to ensure adaptive progress and to foster clients’ self-determination. The focus should be on strengths and solutions instead of deficits and challenges. To establish rehabilitation continuum, it is essential to collaborate within the clients’ networks and to promote awareness and inclusive opportunities for working and studying for people with ADHD and ASD. Full article

Digital storytelling has been applied in research in varied contexts and with varied purposes. Implicit in the process of digital storytelling is the potential to develop and/or enhance a range of individual skills (e.g., multimedia, literacy, communication, etc.). However, further research is needed to gain a deeper understanding of the potential impact of digital storytelling on skill enhancement for disabled youth. This paper provides an overview of Phase 1 of the study “My life. My story: The Youth Digital Storytelling Project” that utilized elements of a community-based participatory action research approach to host a peer-facilitated digital storytelling workshop for young adults with developmental disabilities aimed at capturing and sharing their lived experiences with, knowledge of, and perspectives on significant life-stage transitions in the areas of education, employment, or living. The results from the pre- and post-workshop questionnaires suggest that the participants improved skills in media literacy, communication, and leadership. Additionally, the participants highlighted the importance of considering the delivery format, fostering connections, and enhancing self-confidence in the development of the workshop’s design and delivery. This research adds to the extant literature demonstrating the potential of digital storytelling as a pedagogical tool, offering implications for the design and implementation of online workshops for disabled youth. Full article

Our study aimed to explore the lived experiences of Venezuelan refugee/migrant women and girls with disabilities to guide humanitarian assistance. The data analysed was part of a larger cross-sectional study whereby refugees and migrants in Ecuador, Peru, and Brazil were asked to share the migration experiences of a Venezuelan woman or girl. The sample for this analysis was drawn from one of the survey questions that asked participants whether the woman/girl in the narrative identified as a person with a disability. Thematic analysis using inductive coding was performed. A total of 126 narratives were included in the final analysis, of which four major themes were identified. Venezuelan refugees and migrants with disabilities described experiences of discrimination, violence, and physical challenges, such as exacerbation of symptoms while in transit. In host countries, refugees and migrants experienced a lack of disability-related accommodations in the workplace and long wait times when trying to obtain healthcare. Since discrimination is a cross-cutting issue, human rights awareness highlighting the dignity of persons with disabilities is imperative. Resources and support for Venezuelan refugee and migrant women and girls with disabilities should aim to create accessible employment opportunities, safe and timely access to medical care, and prioritise violence prevention. Full article

The purpose of this article is to provide an analysis of secondary school teacher training in order to identify existing needs and the resources currently available to respond to SENS and SEN students. A qualitative and descriptive research method was used. Semi-structured interviews were carried out to gather information. The sample consisted of 45 teachers who were distributed throughout the autonomous community of the Canary Islands (Spain). The analysis was carried out using the qualitative data analysis programme MAXQDA, version 20. The main findings show that teachers, in general, do not feel prepared to deal with students with SEN and SENS and, therefore, ask for experts to support them in this task and for training in emotional education in order to acquire the competencies and skills for classroom management. Full article

Children with developmental disabilities (DDs) experience barriers to physical activity (PA) participation. Greater contextual information regarding their PA behaviors is needed for effective PA promotion. We investigated the feasibility of using activity trackers and Global Positioning Systems (GPS) devices with follow-up interviews to explore PA behaviors in children with DDs. Fifteen children with DDs (aged 10 ± 2 years) wore an activity tracker and GPS device for 7 days. Data were time-aligned to measure PA and identify PA locations. Maps were created to guide follow-up semi-structured interviews with the children and their parents/guardians to understand PA contexts and perceptions of daily PA. The children took 8680 ± 4267 steps/day across 6 ± 1 days. The children provided preferences for PA locations and the parents/guardians gave context by expressing how DDs affect PA and identifying environmental factors in PA locations. The children with DDs who lived near parks, participated in PA that leveraged the strengths of their individual skillsets, and had parents/guardians who provided social support had more positive PA experiences. Combining activity tracking and GPS data with follow-up map-based interviews is feasible to explore PA behaviors and the experiences of children with DDs. This methodology may provide novel insight into daily PA in children with DDs, which can inform how future interventions can support them to be more active and have positive experiences while being active. Full article