Disabilities

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

In Australia, many people with a disability work in Supported Employment Settings (previously known as Australian Disability Enterprises or ADEs). SESs are in a unique position to provide training and support to people with a disability as a transition step to employment in the mainstream labour market. This paper examines how one case study SES facilitates pathways to open employment for supported employees. We explore three key questions: what do these pathways look like, what role can Supported Employment Settings play in facilitating these transitions, and what are the challenges in doing so? We argue that successful pathways involve SESs and employers working together to create bespoke opportunities tailored to individuals. Through a detailed picture of the actors and relationships that are involved in setting up employment pathways, our findings demonstrate the need for both employee and employer preparation and how this can be carried out through purposeful planning. Full article

Despite the increasing use of assistive mobility devices, practical education to navigate real-world ground transportation barriers is lacking. The educational board game, called HERL-Town, was developed to teach safe and effective navigation for mobility device users (MDUs) in the community. The study examined the initial validity, reliability, and overall quality of HERL-Town as an educational tool for overcoming transportation barriers in real-world environments. HERL-Town featured fifty scenarios focused on transportation barriers and strategies, which were assessed for content validity, while the game quality was evaluated using the Model for the Evaluation of Educational Games (MEEGA+) tool. Twenty-three experienced MDUs and four caregivers participated in the study. The results indicated a good quality score of 60.15 and forty-five scenarios met the content validity standards. The overall reliability of the scenarios was moderate (ICC = 0.729). Early psychometric findings suggest HERL-Town as a promising effective educational game for helping new MDUs and their travel companions navigate safe and effective ground transportation barriers, hence enhancing their confidence, independence, and participation in the community. Full article

Following Wright’s theory, the process of acceptance of disability helps persons with an acquired disability to change their attitudes toward it. Consequently, a sense of self-satisfaction was developed, a de-emphasis on disability salience was placed, and compensatory behavioral qualities were acquired. Together, these factors promote an individual’s adjustment according to disability-related strengths and difficulties. Our cross-sectional study examines how acceptance of disability influences flourishing, characterized by high well-being and low distress. Due to the exploratory nature of the study, two research questions were formulated: Would each factor of acceptance of disability positively predict each dimension of well-being? (RQ1); Would each factor of acceptance of disability negatively predict distress? (RQ2). Additionally, we considered gender effects. 107 Italian adults with acquired physical disabilities [M_year (SD) = 48.12 (14.87)] filled out an e-survey. Measures of acceptance of disability, well-being, and distress were used. The results indicate that self-satisfaction is a key predictor of flourishing while de-emphasizing disability salience only predicts purpose in life. Compensatory behavioral qualities predicted personal growth, positive relationships, life purposes, and self-acceptance. Gender did not significantly affect outcomes. Despite being preliminary, these initial results support the acceptance of disability as a personal resource for promoting flourishing. They suggest the potential for interventions to help individuals with disabilities process grief and accept their new self-representation. Full article

Background: Experiential learning (EL) experiences are an important component of a university education, positively impacting career-related attitudes, knowledge, and skills. Students also require EL opportunities to gain experiences required for admission to competitive graduate and professional programs. Students with disabilities face barriers accessing and benefiting from such opportunities. Purpose: This study examined the degree to which demographic factors, type and severity of disability, dispositional factors, and overall adjustment and well-being are predictive of the quality of EL experiences among university students with disabilities. Methodology/approach: A survey was distributed to undergraduate students with disabilities who have participated in EL courses. The results were analyzed using multiple linear regression. Findings/conclusions: Dispositional and adjustment and well-being variables, including the environmental mastery dimension of their psychological well-being rather than demographic factors, such as gender or type and severity of disability, are significant predictors of the quality of EL experiences among students with disabilities. Implications: For students with disabilities to have academically and professionally successful EL experiences, post-secondary institutions must continue to provide appropriate accommodations and educate instructors about the diverse and complex needs of this student group. This must include an understanding of the uniqueness of each individual student’s needs. Full article

Disabled people are often excluded from employment, particularly in accessing waged employment. This exclusion persists despite enabling policies and legislature, indicating a need to address gaps in implementation. To improve policy implementation, it is crucial to better understand the gap between policy intention (what was planned) and effect (what happens), including reasons that widen this gap (what explains what happened). This study explores this in the context of Kenya and Bangladesh, drawing on key informant interviews and analysis of policies and programmes related to employment, social protection, and disability. Using the policy triangle framework, we analysed the policy context, process, actors, and content of relevant policies and programmes. The study identified key policy provisions on employment quota, social assistance, job placement services, tax incentives, and training opportunities, all of which were designed to promote employment for disabled people. However, implementation is limited in both countries, for reasons including ambiguity in policies, unavailability of data for monitoring, and lack of transparency among implementers. The data suggest that addressing these aspects would promote accountability among duty-bearers, advocacy power among rights-holders, and ultimately improve implementation and inclusion of disabled people in employment. Full article

(1) Background: This study aims to investigate differences in the perspectives of healthcare professionals (HCPs) and adults with spinal cord injury (SCI) on resistance exercise intensity in Asian countries in association with knowledge translation (KT). Also, it verifies the appropriateness of the conventional indicators for resistance exercise intensity in an Asian context. (2) Methods: 121 certified HCPs and 107 adults with SCI participated in a survey conducted in Indonesian, Japanese, Korean and Thai languages. The survey asked what principles are important for prescribing resistance exercise, and if ‘moderate’ and ‘vigorous’ were appropriate terms for indicating an intensity level. Perspective differences were examined between both groups and, further, between countries from a psychosocial perspective. (3) Results: Of the HCPs, 92% perceived that resistance exercise intensity was far more important than frequency, time or type of exercise while frequency (61%) followed by intensity (58%) was perceived as important by respondents with SCI. Only Japanese respondents with SCI agreed with the HCPs’ perception of intensity. Both HCPs and respondents with SCI showed unfavorable responses to the usage of ‘moderate’ and ‘vigorous’ for describing resistance exercise intensity, especially Japanese HCPs and respondents with SCI from Indonesia. (4) Conclusions: Our findings suggest that non-HCPs must improve their perceptions of exercise intensity. Our findings also suggest the need for more explicit and user-friendly terms or expressions indicating the level of intensity in a local (Asian) context. Full article

The main objectives of this study were to adapt the AUTODDIS scale to the cultural and social dimensions of Chile and to analyze its reliability and validity. The reliability and validity were assessed through a pilot study conducted with a population of students with intellectual disabilities (ID). The linguistic adaptation was executed according to expert judgments of each indicator: adequacy, coherence, relevance, and clarity. After the scale adaptation, a scale pilot was conducted to explore its technical properties. It was performed in a public school for students with ID. The validity coefficient result was 0.998, while the complete reliability result was α = 0.978. For the reliability subscales, the results were the following: autonomy α = 0.941, self-initiation α = 0.925, self-direction α = 0.970, self-regulation α = 0.804, and self-concept α = 0.935. The results confirm the AUTODDIS scale as a valid and reliable instrument to evaluate self-determination. However, it is necessary to apply this scale to a larger number of students with ID to generalize these results. Full article

We intend to develop an intervention program based on sports for people with Intellectual and Developmental Disability (IDD) to analyze its effects on physical fitness, quality of life (QoL), and well-being. The convenience sample will consist of at least 24 participants aged between 18 and 65, of both sexes, who are institutionalized with a previous diagnosis of IDD and no associated comorbidities (e.g., visual impairment or cerebral palsy). The participants will be divided into two groups: (i) the experimental group and (ii) the control group. The experimental group will have a weekly session, lasting 60 min, for 36 weeks. There will be a baseline assessment, a final assessment, and a follow-up assessment (three months after the end of the program). The results of this study are intended to contribute to the development of more assertive community interventions, based on sports, for the benefit of this population. Full article

Innovative initiatives emerge in line with the recommendations of the United Nations Convention on the Rights of Persons with Disabilities. They are often place-based, context-dependent, and are not easily adapted for use in other contexts. It raises the question of their transferability. This concept has been studied in the field of public health. To explore the conditions surrounding the transfer of disability interventions, this study aims to determine the advances related to the transferability of complex interventions in public health. A review was conducted. Data were analyzed according to the concepts and terms used to describe the terminology related to transferability and the processes used to manage, assess, and report transferability. Fourteen papers fulfilled the inclusion criteria. The analysis shows that different terms and concepts are used. Numerous tools or frameworks have been developed to structure the identification of transferability factors or adaptations and usually require the involvement of stakeholders. Considering context is central. Finally, we identified a lack of reporting. This review provides a structured and operational framework for various concepts, including transferability as a form of knowledge generation, and implementation/adaptation as proactive actions. It emphasizes that a holistic approach to assessing transferability involves shifting the focus from transferability factors to understanding mechanisms of change and their interactions with the context. The review highlights the pivotal role of stakeholders in generating knowledge, capturing diverse contexts, and prioritizing information. Ultimately, this work will serve as a valuable foundation for guiding methodological developments on transferability in the field of disability. Full article

This study investigates the sociodemographic and contextual determinants influencing Internet usage among individuals with visual impairments in Thailand, contributing to the literature on the digital disability divide. Data from the “Disability Survey 2022” conducted by the National Statistical Office of Thailand were used. Descriptive statistics, chi-square tests, and logistic regression analysis were performed on data from 5621 visually impaired respondents. The findings indicate that approximately 26.88% of individuals with visual impairments use the Internet. The logistic regression analysis highlights several critical disparities. Males exhibit lower odds of Internet use compared with females (adjusted odds ratio [AOR] = 0.850, p = 0.034). Younger individuals are more likely to use the Internet; a decline in use was observed with increasing age (AOR for 60+ years = 0.052, p < 0.001). Regional disparities are evident. Individuals from the northeastern (AOR = 2.044, p < 0.001), central (AOR = 1.356, p < 0.008), and southern (AOR = 1.992, p < 0.001) regions showed higher odds of Internet use compared with those from the northern region. Higher income (AOR for 5000–9999 THB = 1.798, p = 0.001), educational attainment (AOR for bachelor’s degree = 14.915, p < 0.001), and wealth index (AOR for wealthy = 5.034, p < 0.001) increase the likelihood of Internet use. Employed individuals are more likely to use the Internet (AOR = 3.159, p < 0.001) compared with unemployed individuals. Additionally, the severity of the visual impairment is crucial, with those having low vision in both eyes more likely to engage online than those who are completely blind in both eyes (AOR = 5.935, p < 0.001). These findings highlight the need for comprehensive digital inclusion initiatives that address various factors, including age-inclusive digital literacy programs, targeted regional infrastructure development, economic support to improve digital access, and advancements in assistive technologies. This study provides valuable insights for policymakers in Thailand and other developing countries, enhancing the understanding of the digital disability divide and informing strategies to foster greater digital equity. Full article

Access to higher education has been widely open for students with disabilities (SwD) as also enforced by the Government of Indonesia (GoI). However, challenges evidently face SwD in their survival of university life including limited accessible services and facilities, as well as negative stereotypes surrounding SwD. This study aimed to explore the diverse strategies adopted by SwD in navigating these challenges, examining the nuances and implications of the deployed strategies. This review explored the experiences of SwD in higher education institutions in Indonesia and adhered to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Review) guidelines. Data were gathered from seven databases, including Scopus, Web of Science, ERIC, ProQuest, Google Scholar, and Portal Garuda. In total, 17 of 1777 articles were selected based on two inclusion criteria viz. peer-reviewed articles derived from empirical studies and utilizing life experiences of SwD in Indonesian HE as the primary data source. The study identified the five key strategies employed by SwD: Adaptation, Technology Assistive Optimization, Requesting Support, Building Relationships, and Passive Action. Detailed elaboration of the findings is presented to shed light on the prominent insight to improve the quality of education services for SwD in Indonesia. Full article