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Having defended the bodily integrity of the disabled, Kenny intentionally moves on to "crip" the church in order to establish a disability justice ethos beyond mere-inclusion or accessibility (pg. 132-137). My Body is Not a Prayer Request: Disability Justice in the Church: Amy Kenny. I My Body is Not a Prayer Request i by Amy Kenny is an important contribution to the growing field of literature that explores disability justice concerns within the church. [Extracted from the article]

This article refers to: RETRACTED ARTICLE: Nathan John and David Deuel, Disability in Mission: The Church's Hidden Treasure. (Peabody, Publishers Massachusetts: John Hendrickson, 2019). 167 pp. Paper, $19.95. We, the Author, Editors and Publisher of Journal of Disability & Religion, have retracted the following book review: Sunil Kathramalla (2021) Nathan John and David Deuel, Disability in Mission: The Church's Hidden Treasure. (Peabody, Publishers Massachusetts: John Hendrickson, 2019). 167 pp. Paper, $19.95., Journal of Disability & Religion, DOI: 10.1080/23312521.2021.1901639 The book review was mistakenly published as a duplicate of the below book reviews by the same author, and the author has agreed to retract. Kathramalla, S. (2020), John, Nathan and Deuel, David, eds. Disability in Mission: The Church's Hidden Treasure. Peabody, Massachusetts: John Hendrickson, 2019. 167 pp. International Review of Mission, 109: 144–145. Kathramalla, S. (2019), Disability in Mission: The Church's Hidden Treasure. Asian American Theological Forum, 8. We have been informed in our decision-making by our policy on publishing ethics and integrity and the COPE guidelines on retractions. The retracted book review will remain online to maintain the scholarly record, but it will be digitally watermarked on each page as "Retracted." [ABSTRACT FROM AUTHOR]

In chapter two, Fox addresses the ways illness and "disability" (a word that never occurs in the Bible) were construed in the context of the historical Jesus. Disability and the Way of Jesus: Holistic Healing in the Gospels and the Church. She introduces William Spohn's idea of "analogical imagination", which she uses constructively to connect the healing ways of Jesus evidenced in Scripture with practices that reflect the healing ways of Jesus in our own churches. [Extracted from the article]

This paper critically examines the centrally administered pre-service teacher preparation program for learning disabilities in India. With no equivalent Indian competency standards, this paper analyses components of the teacher preparation curriculum in the light of 22 high leverage practices (HLPs) outlined by the Council for Exceptional Children (CEC) as well as examines interview data from teacher educators to better understand challenges on the ground. Overall, the paper notes a heavy emphasis on theory over practice, with limited opportunities for practice. HLPs related to social-emotional and behavioral practices were minimally addressed in the curriculum. Finally, although the program was dedicated to serving children with learning disabilities, prospective teachers tended to get placed in inclusive settings and were required to work with students with a range of disabilities, highlighting the need for a program with a wider range of disabilities, not only learning disabilities. Implications for school and educational psychologists are discussed. [ABSTRACT FROM AUTHOR]

The focus of this article is to consider visual portrayals and representations of disability. The images selected for analysis came from online university prospectuses as well as a governmental guidance framework on the tuition of dyslexic students. Greater understanding, human rights and cultural change have been characteristic of much UK governmental policy regarding disability, and legislation has potentially strengthened the quest for equality of opportunity. However, publicly available institutional promotional visual material appears to contradict policy messages. To interrogate this contradiction, this article presents a tripartite critique whereby three researchers provide a self-inventory of their backgrounds and theoretical and ontological positioning, before presenting their differing interpretations of visual representations of disability. Following an agreed methodological and analytical framework, they addressed the question: what do visual representations of dyslexia and disability look like and what messages do they convey? [ABSTRACT FROM AUTHOR]

Using the Capability Approach (CA) as a means of identifying the barriers that individuals with disabilities face in achieving their goals, this conceptual paper aims to provoke discussion and identify how society excludes and marginalises individuals with disabilities. As framed through the lens of consumer vulnerability, reimagining how society, policy makers and the market can transform lived experiences, representation and symbolism of disability, this paper calls for a coherent and integrated set of actions. Central to these actions is a proposal for a transformative approach to marketplace access as a coordinated force to deliver positive change for people with disabilities. Through developing a new conceptual way of how the market should engage with disability, this paper presents proposals looking to ensure individuals with disabilities experience the conditions in which they can pursue their ultimate ends. [ABSTRACT FROM AUTHOR]

In Pakistan, children with disabilities face a two-fold disadvantage with respect to education - First, lack of access due to the country's heavily constrained education sector, and second, if they do access schools then the quality of education imparted is questionable. In this paper, we investigate the access to education and learning performance of children with disabilities in four administrative units of Pakistan-Islamabad, Khyber Pakhtunkhwa, Khyber Pakhtunkhwa Merged Region and Punjab. We use household data from the Annual Status of Education Report (ASER) of 2018, which included questions on disability status of children aged 3 to 16 years, their enrolment in school, and their performance of reading and arithmetic. Broadly, our findings indicate that children with mild disability are more likely to enrol in schools compared to children without disabilities. On the other hand, children with severe disability are less likely to access schools, when compared to their counterparts with no disabilities. In terms of type of school (government, private, religious) access, there are regional differences. In terms of learning outcomes of children with disabilities, we see a small gap between children with and without disability. This paper underscores policyconsiderations for children with disabilities based on the severity of disability faced. [ABSTRACT FROM AUTHOR]

Although the literature on inclusive service learning generally reports positive outcomes for students with disabilities, it provides little insight into the process of inclusion that occurs when students with and without disabilities meet within a service-learning framework. This distinction between students with and without disabilities became less clear, especially as all students began to see that they have disabilities or that they lack something that the other has or vice versa, experience themselves without disabilities even if others have defined them that way. In this paper, we address this issue through a case study of a service-learning course that brought together students with and without disabilities. The course was based on a five-facet model for inclusive service learning that comprised theory, experiential learning, community projects, dialogue, and reflection. A qualitative analysis of the course illustrates that both students with and without disabilities experienced significant changes in perception of disability such that they no longer saw themselves as two separate groups. The paper looks at the processes that produced this change and suggests the idea of 'continuous mutual learning' (CML) as an important component in education for inclusion, arguing that CML can deepen the inclusiveness of inclusive service learning. [ABSTRACT FROM AUTHOR]

Cognitive assistance systems help people with learning disabilities to increase their skills and consequently their employment opportunities in the regular labour market. Research on advanced work instructions has encouraged training disabled workers in cognitively demanding production tasks, especially manual assembly. However, studies lack evidence on the effect of repetition or work cycle alongside the form of instruction and type of disability. This paper addresses this gap and reports on an experiment conducted at a sheltered workplace. Four forms of instruction (paper-based, animations, projection, adaptive projection) were tested to assist operators with three types of disability (illiterate, psychosocial, cognitive) with a manual assembly task. The results show that projection enhances the first assembly cycle. Challenging operators by filtering the content of the instruction with increased experience leads to greater independence and a better understanding of their tasks. However, adaptive instructions can form a barrier for those operators who are most dependent on mentor support. The form of instruction should thus be considered carefully for each operator as their adaptation to changes and cognitive assistance systems varies. The results are discussed in light of the Industry 5.0 human-centric and socially sustainable production agenda with managerial and research implications and future research priorities. [ABSTRACT FROM AUTHOR]

Over the last few years, inclusive education provisions in India have expanded significantly, with a particular focus on ensuring that disabled children are able to access the same quality of education as their normate counterparts. However, despite policy support for the creation of more inclusive educational environments, the embodied experiences of disabled children are often not centered in classrooms. This paper therefore asks: how do explicitly inclusive educational projects come to exclude disabled children? The paper provides a critical analysis of how discourses around childhood and disability come to be taken up by the modern schooling system in a manner that reifies ableist hierarchies and often does not center the needs of disabled children. This paper draws on insights from ethnographic fieldwork to discuss how the disabled child subject is produced and disciplined within the modern school system in the National Capital Region of India. It highlights how disabled children, their caregivers, and educators in special and inclusive schools perform and push back on expectations of embodied otherness in and beyond classroom spaces. To do so, it demonstrates that being recognized as disabled is contingent on documentary proof. However, disability is experienced both as a label and an identity category. [ABSTRACT FROM AUTHOR]

Information and Communication Technologies have transformed our lives in different social areas, facilitating interpersonal relationships thanks to technological tools. In the specific case of people with disabilities, Assistive Technologies (ATs) break down barriers and increase opportunities to become active members of society with equal opportunities. This paper presents a systematic mapping study that analyzes the current state-of-the-art of ATs proposed in the literature to support the empowering of people with disability. Specifically, this paper focuses on (1) describing a global vision of the scientific literature published in the last 20 years about ATs in the computer science field and (2) identifying research needs, gaps, and trends. For this purpose, an in-depth analysis of 389 primary studies is presented. The information obtained from the mapping process is also constrained. Concretely, 35 ATs versus 22 disabilities are compared, obtaining striking peaks for some disabilities described in the discussion. Finally, the findings show that several areas have been covered only lightly, revealing interesting future directions and challenges for junior researchers. • ATs have the potential to break down barriers for people with disabilities, enabling them to participate more fully in society. This implies a need for rehabilitation programs to incorporate ATs into their strategies to enhance social inclusion. • Given the transformative role of ICT, rehabilitation programs should focus on helping people with disabilities develop the necessary technological skills to utilize ATs effectively. • This work highlights the diversity of ATs and disabilities, suggesting a need for personalized rehabilitation plans that match specific ATs to individual disabilities. • Rehabilitation professionals should be trained to assess and recommend appropriate ATs for each case. Rehabilitation programs should consider incorporating cutting-edge ATs and staying involved in research to contribute to future developments to cover gaps and challenges identified. [ABSTRACT FROM AUTHOR]

The awareness that museums must be inclusive and participatory led to practices adapted to visitors' requirements and co-creative experiences, encouraging interaction with exhibitions, and thus fostering memorable experiences. Yet, constraints remain for people with disabilities, reducing their satisfaction and desire to return. Despite the high number of people with visual impairments worldwide, there is a lack of research on factors that may impact their co-creation in museums. This paper aims to identify factors influencing the co-creation of people with visual impairments experiences in museums, either facilitating or constraining it. Based on focus groups discussion, the results of the study conducted suggest that the co-creation of people with visual impairments in museums is influenced both by aspects related to visitors, as well as by disabling features of the museums' physical, communicational, and attitudinal environments. Conclusions and implications drawn are critical to improve the experience of people with visual impairments in museums. This article highlights that despite the high number of people with visual impairments worldwide, many still face constraints when visiting museums. The article reveals that several museums offer opportunities for interacting with the whole museum environment and co-creating value, to trigger memorable experiences. This paper fills a research gap by analysing how a set of factors influence people with visual impairments to get involved in co-creation in museums, either facilitating or constraining it. The research found that the factors that influence co-creation of experiences of people with visual impairments in museums can be related to the visitors or to the museums, including physical, communicational and attitudinal aspects. The article provides guidelines to improve the co-creation in museums of people with visual impairments. [ABSTRACT FROM AUTHOR]

In order to trouble the rhetoric of caring spaces like home that are taken for granted in schools, I consider how the western neoliberal subject remains tethered to normalcy in ways that sustain practices of conditional inclusion. I My aim is to persist in questioning normalcy, while also endeavouring to reimagine distinctly different relational encounters amidst embodied differences. The first part of this paper will consider how current inclusionary school practices sustain normalcy by both refusing to confront, while also concealing, the ways public education was shaped by the eugenics movement. The second part will explore the works of Michalko [2002. The Difference That Disability Makes. Philadelphia: Temple University Press] and Yergeau [2018. Authoring Autism: On Rhetoric and Neurological Queerness. Fordham: Duke University Press] and the ways narratives situated within disability have sought to resist the hegemony of normalcy while also provoking the possibilities of reimagining our human relations both within and against western colonial logics. The last section of this paper will consider how narratives told and embodied through disability, might pursue foregrounding disorienting intersubjective encounters as a necessary move intended to amplify the possibilities of displacing normalcy while reimagining what it means to be human with each other. [ABSTRACT FROM AUTHOR]

This paper addresses embodied geographies of power assisted devices (powered wheelchairs and motorised scooters) for disabled people in Australia to augment understandings of mobile disability politics. Deleuze and Guattari's notion of 'lines' is used to reimagine spatial thinking about mobile disability politics. Disability in this paper is understood as an emplaced, emergent, relational and embodied process that arises in the interaction between ideas, materials and bodies. A focus on the shifting affective capacities of everyday journeys can deepen an understanding of mobile disability politics through attention to sensations. To illustrate the notion of lines we draw on three 'portraits' from a qualitative project on power assisted devices in Ballina Shire, New South Wales, Australia. Each portrait provides an illustration of how mobility experiences of power assisted devices may reinforce and/or challenge normative ideologies and identities, alongside deepening understandings of how ideas and materials come together to produce enabling and/or exclusionary arrangements. [ABSTRACT FROM AUTHOR]

Drawing on a Foucauldian theorisation and an in-depth study with eight disabled student activists in England, this paper explores how persistent marginalisation and ableism in higher education has triggered a wave of activism among disabled students, who, just before the advent of the pandemic, had organised a structured movement, Disabled Students UK. We employ Foucault's ideas of the care of the self and others to discuss the formation of disabled students as activist subjects fighting discrimination in English higher education, in a moment in which the intersection between inclusive policies and austerity measures exposed the ableism rooted in academic practices. This paper promotes discussion on the nurturing relationship that exists between the individual and the community in constituting disability activism and disabled activists. [ABSTRACT FROM AUTHOR]

In this paper, I argue that, contrary to what some critics suggest, political liberalism is not exclusionary with regards to the rights and interests of individuals with cognitive disabilities. I begin by defending four publicly justifiable reasons that are collectively sufficient for the inclusion of members of this group. Briefly, these are the epistemic uncertainty that inevitably exists about individuals' actual capacities, the political liberal duty to treat parents fairly, the social framework that is required for the fulfilment of parental duties, and the necessity of cultivating certain emotions that are strongly associated with reasonableness. These reasons show why a more inclusive reading of political liberalism is plausible, and how this can be achieved without abandoning or revising the theory's commitment to public reason, the political conception of the person, and the role of social cooperation. I then turn to the question of what a more inclusive political liberalism would look like. More specifically, I argue that, although it would not require the participation of individuals with cognitive disabilities in the practice of legitimation, it would require their full inclusion in the realm of justice as equal rights-bearers. [ABSTRACT FROM AUTHOR]

The salience of education for better life outcomes is well accepted, but people with disabilities continue to be underrepresented in higher education. Building on Weedon's approach to the intersection of impairment with socioeconomic factors, this paper identifies the facilitators and barriers encountered and/or experienced by young people with disabilities along their diverse pathways to and through higher education in Sweden. The data comes from longitudinal ethnographic case studies of persons with ADHD. While the findings show similarities in impairment-specific barriers, such as transition and inadequate support available at university, they make even more visible the existing heterogeneity among people with ADHD and the inadequacy of support structures at higher education institutions. Parents, economic security and individual factors, such as ease of learning and belief in one's own capacity, were found to be strong facilitators. ADHD and socioeconomic disadvantage together magnified vulnerabilities and hurdles faced while aspiring to and accessing higher education. The article concludes by highlighting the urgent need for universities to change entrenched structures that perceive students with disabilities as a homogeneous group and disability as an individual problem, in order to enable participation of all. [ABSTRACT FROM AUTHOR]

Having a diagnosis of Down syndrome (DS) is associated with intellectual disability (ID), pervasive developmental disorders and Alzheimer's dementia (AD). The association between these conditions has not been well evaluated. This paper looks to examine the current evidence pertaining to the relationship between dementia in people with DS and severity of ID and the presence of pervasive developmental disorders. A scoping review using PRISMA guidance was undertaken. Medline, Cochrane database, NHS evidence, Trial registers and Open Grey were searched in December 2018 and an updated search was completed in July 2020. Three search strategies were used to retrieve articles relating to DS, dementia, pervasive developmental disorders (including autism, autism spectrum disorder (ASD) and attention-deficit hyperactivity disorder (ADHD)) and severity of ID. Studies were included if they met the pre-defined inclusion criteria of investigating an association between autism/ASD, ADHD, or severity of ID and the development of dementia in people with DS. Studies were excluded if they did not include primary data, if the population included non-Down causes of ID, or if no specific outcome measure related to comorbid autism/ASD, ADHD, or severity of ID and dementia in people with a diagnosis of DS were reported. There were no exclusions related to study design. Papers were assessed for quality using the Mixed Methods Appraisal Tool (MMAT). The search identified 15 papers, publishing results from 12 studies, relating to severity of ID, DS and dementia. No papers were identified relating to pervasive developmental disorders, DS and dementia. There is limited evidence on how severity of ID impacts on the presentation, diagnosis, management or prognosis of dementia in people with DS. However, no evidence was found on comorbid pervasive developmental disorders, DS and dementia. This paper has identified multiple areas for future research. There is an urgent need for longitudinal studies into the presentation, development and progression of dementia in people with DS ensuring the severity of ID and comorbid pervasive developmental conditions are captured regularly to understand their influence on the dementia etiology and outcome. [ABSTRACT FROM AUTHOR]

This paper employs a historiographical approach to review the allied fields of Egyptology and Egyptian Archaeology in relation to studies of disability and bodily differences in ancient Egypt. We incorporate critical disability studies and embodiment theories to consider whether ableism is prevalent across these disciplines. The focus of this study has been inverted from 'identifying' disability. Instead our primary driving question is: are Egyptological approaches to bodily differences and disabilities contributing to a production and maintenance of ableism in Egyptology? Here we first identify ableist narratives within numerous methodologies highlighting the need to reconsider existing approaches, terminologies, models, and assumptions regarding studies of disability in the ancient past. We then challenge readers to recognise ableism as a form of inequality in the existing scholarship, and in turn, call for better awareness of assumptions relating to bodily norms, terminologies, and inclusivity in ancient world studies. [ABSTRACT FROM AUTHOR]

This paper explores the ways that the intersection between disability and digital technology in higher education unfolds collaborative experiences that include disabled students through what I call 'Digital Collaborative Making'. Students who participate in Digital Collaborative Making collaborate on multimedia video projects that tell stories about their relationship with digital technology. As a research-creation approach that weaves academic research and artistic practices together, Digital Collaborative Making invites students to devise creative methods of critiquing the social and cultural impact of digital technology. While digital technology can improve accessibility in education, ableist dynamics and 'disabling' ideologies remain pervasive in universities. By engaging students with different identities and lived experiences, Digital Collaborative Making presents opportunities for students with disabilities to openly express their creativity and subvert normative perspectives that stigmatise disability as a deficit. In turn, non-disabled students can learn what it means to be open to the presence of disability and difference. To illustrate these points, this paper considers the inclusive prospect of Digital Collaborative Making in Digital Lives, an undergraduate communications course at the University of Waterloo. [ABSTRACT FROM AUTHOR]

Marginalisation, discrimination and depersonalisation are some of the negative experiences of children with Special Education Needs and/or Disabilities (SEND) in rural mainstream primary schools in Guyana. This paper presents these experiences from qualitative data gathered over six months of ethnographic research in two primary schools in Guyana. The data were analysed using situational analysis as posited by Adele Clarke and interpreted through a poststructuralist lens with the social model of disability theoretical framework. Children with SEND feel valueless and experience anxiety and loneliness in their placement in rural mainstream schools. This paper forms part one of a series presented to highlight institutional discrimination embedded in the practices and discourses which is fuelled by the dominance of the individual deficit model of disability in mainstream schools. The paper also illustrates how teachers' beliefs' that disability is biological and they can not cater for such children who are considered unteachable and challenging. The paper further reflects on the collective conscience of mainstream teachers in rural Guyana who feel unsupported in unsuitable classrooms to meet the needs of children with SEND. [ABSTRACT FROM AUTHOR]

As a form of tourism that aims to be sustainable and, in broader terms, responsible and ethical, ecotourism occupies a peak position in terms of people's understanding of sustainable tourism. The purpose of this paper is to articulate how responsibility can be actuated through a deeper consideration of duty (good as intrinsic) and strategic (good for business) perspectives. In pursuit of this overall aim, the paper investigates a sample of Ecotourism Australia (EA) certified company websites to examine inclusivity barriers based on the social model of disability: physical, attitudinal, and informational. The choice of Australia is based on the observation that ecotourism providers in this region are often cited as highly advanced in terms of policies and practices. Results suggest that there is only limited statistical support for the hypothesis that the "leading" ecotourism operators (with advanced EA certification) in Australia pay more attention to disability issues than those in the "following" group (with lower categories of EA certification). The paper concludes by suggesting that the responsibility agenda is most likely to move forward by providers adopting ways of "thinking" and "doing" that emphasise duty and justice instead of following accepted business practice. [ABSTRACT FROM AUTHOR]

This paper aims to contribute to the understanding of affiliation by developing a contextually sensitive mid-level theory comprising specific elements, layers, and factors of affiliation. Vulnerable groups are a locus of analysis because they are particularly sensitive to various forms of social exclusion or non-affiliation. A binary study of persons with physical disability and treated alcoholics in Croatia was conducted by focus group interviewing. Through thematic analysis, six different code patterns were detected—solidarity affiliation, identity affiliation, alcoholism affiliation, disability affiliation, disability exclusion, and alcoholism exclusion—that represent key respondents' narratives on belonging. Crucial findings stress how vulnerable groups ground affiliation mostly in elements of solidarity rather than in terms of identity, how layers of affiliation (social and associational affiliation) are not so clearly differentiated but still deepen insights on affiliation, and how important factors enhancing affiliation are personal virtues which are not so prominent in theory. Therefore, the role of political institutions supporting affiliation as a meta-capability should be primarily set on solidarity affiliation, should nourish various layers of affiliation, and should be supported by citizens who care about their fellow citizens, especially those from vulnerable groups. [ABSTRACT FROM AUTHOR]

Abstract\nPoints of interestResearch on the experiences of academics with disabilities regarding access to higher education spaces is vast, but not much has been done to assess if such research goes beyond analysing physical spaces. This paper follows the capabilities approach to contribute knowledge in this regard, drawing from research conducted in one South African University. Ten academics with disabilities were interviewed, and data were analysed thematically. Findings suggest that it is not enough for academics with disabilities to be employed at the University. Denial of social and physical access to various spaces has epistemic and professional advancement implications. The possibilities for alternative spaces and freedom of choice to function optimally for academic identity advancement can still be enhanced. The paper makes recommendations that can be explored for policy and practice to advance human development of academics with disabilities.We draw attention to how ableism relates to capabilities and freedoms to develop academic identities in multidimensional spaces of higher education.Marginalising spatial configurations go beyond just inability to attend academic gatherings, but also to participate in knowledge production for academic identity development.Academics with invisible disabilities can receive even more limited support, causing them to take longer to develop academically.Academics have agency and responsibilities towards developing their identities, but these are often limited by the nature of spaces.Advanced technology provides alternative ways of thinking about self-ability versus disability in an academic workplace. [ABSTRACT FROM AUTHOR]

Disability is a multifaceted and universal phenomenon that cuts across all cultures and religions. It poses unique challenges for individuals, families, and communities. It is shaped by a multitude of factors such as society, culture, economy, religion, etc. Sikhism, the fifth largest religion in the world, originated in the northern part of India in the 15th century with the first Sikh guru Nanak Dev (1469–1539). In the context of Sikhism, disability and religious teachings become important areas of exploration. This research paper attempts to understand how Sikhism addresses and engages with disability by highlighting both the theoretical foundations and practical manifestations. The theoretical foundations of Sikhism, i.e., equality, solidarity, and inclusiveness, are based on the supreme scripture Guru Granth Sahib, and the practical manifestations, i.e., rituals and norms, take their lead from Rehat Maryada, i.e., the Sikh code of conduct and conventions, which have been constructed by the Shiromani Gurdwara Parbandhak Committee (SGPC). The present paper examines the outlook of Sikhism towards disability in theory as per Guru Granth Sahib and in practice as per Sikh Rehat Maryada. [ABSTRACT FROM AUTHOR]

Drawing on a conceptual lens informed by ableism and Importance Performance Analysis (IPA), the purpose of this paper is to discover how managers within European National Football Associations (NAs) develop disability football. This novel study explores the development of disability football from the perspective of 37 European National Football Association (NAs) managers. Results were based on a pan-European questionnaire that assessed managerial viewpoints that subsequently identified the priorities across the region. Findings indicate that much resource has been dedicated to developing disability football, in some cases suggesting over-allocation of finance, facilities and human resources. Efforts to enhance levels of disability awareness and the competencies that underpin the development of disability football are needed. Managers need to invest in developing competence through the formation of inter-organizational partnerships with disability sports organizations. This paper provides a novel and pragmatic review of the priorities for disability football delivery in Europe. The results provide diagnostic support for quality enhancement. [ABSTRACT FROM AUTHOR]

The advancement of inclusive education policies worldwide has given greater weight to social justice practices in educational settings. However, inclusion in preschools has received less attention from researchers. This article examines a 4-year-old child's participation in a mainstream preschool in Australia from a cultural-historical perspective. In particular, this study used the concept of secondary disability to analyse the data, and in this process identified a contradiction between the teacher's perceptions of the child's abilities and the teacher's reported understanding of the parent's perceptions of the child's abilities, which 'clouded' the child's position within the preschool setting. Eight hours of video data were gathered across eight months. The findings indicate that understanding the child's personality and potential can operate as a 'pedagogical password' for the teacher to enter on to the child's unique developmental trajectory. This paper argues that identifying the unique developmental pathway of the child is essential to reduce secondary disabilities. [ABSTRACT FROM AUTHOR]

Almost 200 million persons with disabilities face specific difficulties in everyday life. Private vehicles provide persons with disabilities with a high level of flexibility, a high level of time efficiency, and a better quality of life. It is sometimes necessary to make vehicle modifications to enable persons with disabilities to drive. One of the most frequent modifications is hand controls. Although drivers with disabilities who use hand controls face the same risk of road accidents as non-disabled drivers, predictors of road accidents for drivers with disabilities who use hand controls have not been the subject of earlier research. The predictors show which factors influence the occurrence of road accidents of drivers with disabilities who use hand controls. This paper aims to develop a model that describes the participation in road accidents of drivers with disabilities who use hand controls and recognises contributing predictors. A multidisciplinary team of experts identified twenty-three predictors that impact road accidents of drivers with disabilities who use hand controls. Bayesian logistic regression models have identified speeding, alcohol consumption, mobile phone usage, and especially fatigue as risky behaviours. This paper proposes several important measures that would improve the safety of drivers with disabilities using hand controls. [ABSTRACT FROM AUTHOR]

The focus of this paper is to examine the role that models play in informing the approach that post-secondary education institutions take to developing inclusive and equitable practices that successfully and appropriately address the access needs of disabled students in relation to information and communications technology. It reviews the current approach of the post-secondary education community to using models to inform their accessibility practice with respect to ICT and explores the answers to three related questions: 1. What alternatives to the Universal Design model exist? 2. How do we differentiate between different accessibility models? 3. Do we need more than one model to inform accessibility practice? One key outcome of this exploration is a proposed evaluation framework that can help post-secondary institutions make informed decisions about the most appropriate model for them to adopt. The paper concludes that such a framework has potential to transform practitioners' approaches to accessibility by suggesting that excellence may not require a 'blanket approach' in which just one model 'rules' or dominates their thinking. [ABSTRACT FROM AUTHOR]

This paper explores the challenges and prospects of inclusive education for learners with disabilities in the integrated education system in Kenyan primary schools. Data were collected in five and nine public schools in Nairobi and Marsabit respectively, by means of questionnaires administered to 126 teachers, semi-structured interviews with 14 head teachers or their deputies, and one focus group discussion. County education officials were also interviewed. The findings reveal that although the integrated education system is dominant in Kenya, local schools that accommodate learners with disabilities put much effort into creating an inclusive setting. This paper appreciates the challenges and potential associated with inclusive education and thus recommends deeper reflection on the operationalisation of inclusive policies in the context of Kenya. [ABSTRACT FROM AUTHOR]

This paper considers teacher education for teachers of learners with severe to profound disabilities (SPD) in South Africa, in both formal and non-formal learning programmes within a disability studies in education framework. Qualitative data were collected from a range of education stakeholders including non-governmental (NGOs) and disabled people organisations (DPOs). Based on a thematic analysis, findings show limited pre-service teacher education programmes focused on teaching learners with SPD. In-service teacher training through education departments and NGOs and DPOs, is usually through basic short courses or workshops and are not complemented by on-going support. We argue for a reconceptualization of teacher education in South Africa to prepare teachers to meet the diverse needs of learners, including those with SPDs within an inclusive education context. Skills in addressing barriers to learning should be infused throughout initial teacher education, in line with the principles of universal design for learning while impairment-specific knowledge can be offered in related modules that focus on reasonable accommodation for children with disabilities. In-service education can occur in formal and informal programmes and should empowers teachers to become lifelong learners. [ABSTRACT FROM AUTHOR]

The paper's aim is to augment understandings of mobility justice with reference to the sensations of the repetitive routines and rhythms that comprise everyday journeys, subjectivities, and places of powered assisted mobility device users. We build on arguments of mobility justice as access by extending understandings of the sensuous dimensions of repetitive everyday journeys that sustain a sense of self in the world. To do so, we draw on Deleuze and Guattari's notions of refrains of rhythms to advance relational spatial thinking about how mobility injustices arise and become ordered. Our empirical analysis offers two 'portraits' from a qualitative assisted motorised mobility project in the car-dominated city of Sydney, Australia. Through an interpretation of the rhythmic qualities of embodied choreographies of everyday routines, the paper draws on the experiences of two women with disability to map processes of ableist exclusion from public space, and strategies which support inclusion. Implications for mobility justice are drawn from the affective intensities of synchronisation and asynchronisation of moving-together, in proximity with able-bodied pedestrians and drivers. [ABSTRACT FROM AUTHOR]

Youth can be described as a transitional phase for the formation of identity. As young people often hold taken-for-granted assumptions regarding their future, disability may pose a challenge for their identity development. This paper analyses the retrospectively written autobiographical narratives by three young women who became disabled during their adolescence. The structure of the narratives is approached with sociologist Arthur Frank's typology of illness narratives and identity through data-driven content analysis. This paper suggests that chaotic stories may hinder the development of identity, as the identity is described as delayed, hidden, silenced or neglected. [ABSTRACT FROM AUTHOR]

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In the past 10 years Aotearoa/New Zealand, the educational landscape has experienced a significant shift towards Innovative Learning Environments (ILEs). The paper discusses the perceptions of 79 Aotearoa/New Zealand teachers who work with students with high and very high needs in mainstream Innovative Learning Environments (ILEs), and the aspects of pedagogical practices and classroom environments that have an impact on teaching and learning. An online questionnaire was distributed to teachers and the quantitative findings indicated generally positive views of ILEs for teaching and learning for all students. Innovative learning spaces were considered as beneficial for the teaching and learning of high needs as well as for students with very high needs. Open-ended questions included in the survey, however, enquiring into the benefits and concerns of ILEs for students with additional needs, reported that while overall benefits could be perceived, there were apprehensions about if and how the ILE is the best model for students with significant disability. The results are discussed in terms of applying the findings to a broader argument that supports the inclusion of students with additional needs within ILEs. [ABSTRACT FROM AUTHOR]

The data privacy debate in India has evolved with respect to the government's biometric identity programme, Aadhaar that enrols welfare-dependent, poor populations to grant them access to government benefits. While legal challenges to Aadhaar by civil society groups argued that the biometric identity infrastructure creates conditions of mass surveillance and violation of individual privacy, the Indian Supreme Court in 2018 ruled that the government was justified in restricting individual privacy for the collective good of providing welfare in a transparent and corruption-free manner. Given the disproportionate burden on these populations to prove their identities to the state, this paper draws on a close reading of legal and policy texts, and activist documentation to argue that there is a need to move beyond the narrative of mass surveillance as privacy violation. Data privacy interests of the welfare-dependent emerge in the moment of biometric authentication, which creates anxieties of recognition when their authentication attempts fail or are deliberately falsified. Often, to have better social mobility, they are compelled to be physically mobile in order to enrol or update their records under conditions of physical disability and meagre socioeconomic means. These anxieties illuminate their privacy interests through a compromise of dignity or dignified living, a formulation articulated in the 2018 Aadhaar verdict. The paper makes a critical contribution to the global conversation on data privacy through a discussion of the Indian case that demonstrates the privacy-recognition nexus in local contexts. [ABSTRACT FROM AUTHOR]

To ensure full participation of people with disabilities in research, accessibility of the instruments employed is essential. This paper describes an exploratory research which included the adaptation of the AIR Self-Determination Scale and the Promotion of Autonomous Decision-Making Scale. The adaptation was designed to enable Hebrew-speaking young adults with physical disability, autism, psychosocial disability, complex learning disabilities, deafness or hearing impairment, or blindness or visual impairment, to complete a self-report questionnaire. It included extensive wording simplifications. In addition, original Likert scales were reduced, and symbols were added to improve accessibility. The forms were modified to a coloured format with more visible headings, including use of a screen reader and additional visual adaptations. The adaptation process included three phases: questionnaire adaptation, examination of face and content validity, and a reliability assessment of the final version. The process was informed by input from young adults with disabilities. We conclude that simplified language, symbols, and visual effects should be considered when adapting questionnaires for people with disabilities. In addition, consulting with individuals with disabilities as experts by experience, should be integral to the adaptation of instruments. [ABSTRACT FROM AUTHOR]

It is widely assumed that severe mental disabilities prevent relevant deliberative capacities from developing or persisting. Accordingly, excluding many people with mental disabilities from discourse practices seems justified. Against this common assumption I wish to show that the general exclusion is not justified and amounts to a form of epistemic injustice, as theorised by Miranda Fricker. The received norm of capable deliberators is connected to a specific model of deliberation. I introduce an alternative model of deliberation, which I dub the joint effort model. According to this model, people with minority minds (as I call them) add valuable cognitive diversity to the process of deliberation, which is a relevant element of epistemic improvement. In this part of the argument I rely on empirically informed theoretical work by Hélène Landemore. I scrutinise the minimal requirements of capable deliberators from the perspective of a joint effort model of deliberation, and I highlight specific beneficial contributions people with minority minds can make to discourse practices. I will argue that people with minority minds can be presumptively deemed capable deliberators and that therefore their general exclusion is unjustified. [ABSTRACT FROM AUTHOR]

Abstract\nIMPLICATIONS FOR REHABILITATIONPurpose: The world is approaching the sustainable development goals deadline, but many countries still do not produce the data required to track their indicators by disability. Integrating valid and relievable disability measurement tools into existing data platforms is key to ensuring that “no one is left behind.” In this paper, we aim to demonstrate that it is possible to gather valid data on disability for disaggregation using the WHO Functioning and Disability Disaggregation Tool.Materials and methods: Using representative data from India, Lao PDR, and Tajikistan collected through the Gallup World Poll, we estimated the likelihood of a positive sustainable development indicator by disability level. Logit regression was used, adjusted for age, sex, household size, number of children, marital status, urban or rural area, and country-fixed effects.Results: Our estimates showed a consistent disability gradient across all countries and indicators: the higher the level of disability, the lower the probability of having a positive outcome in barely any sustainable development goal.Conclusion: Our study demonstrates that it is not too late to generate sound and precise data about inequalities faced by persons with mild, moderate, or severe disability. This data is essential for reducing inequalities through evidence-based policymaking.The disability gradient observed across all countries and indicators included in this study showed that the higher the level of disability (mild, moderate, or severe), the lower the probability of having a positive outcome in any sustainable development goal.An underestimation of inequalities is observed when people with no, mild and moderate disability are combined into a group called “no severe disability” and used as the comparator to people with “severe disability.”Rehabilitation policy and planning must consider the disability gradient and respond to the different needs of persons with mild, moderate, and severe disability.The disability gradient observed across all countries and indicators included in this study showed that the higher the level of disability (mild, moderate, or severe), the lower the probability of having a positive outcome in any sustainable development goal.An underestimation of inequalities is observed when people with no, mild and moderate disability are combined into a group called “no severe disability” and used as the comparator to people with “severe disability.”Rehabilitation policy and planning must consider the disability gradient and respond to the different needs of persons with mild, moderate, and severe disability. [ABSTRACT FROM AUTHOR]

This editorial introduces a two-part Special Issue on the Disability Royal Commission and People with Intellectual Disabilities in Australia. The Commission was established in 2019 to investigate violence, abuse, neglect, and exploitation of people with disabilities. The Commission's Final Report, delivered in 2023, included 222 recommendations, some of which were not unanimous. The report covers a wide range of issues and includes the perspectives of people with disabilities. The Commission's work involved public hearings, private sessions, and community engagements. The report has generated controversy, as it focuses on negative experiences and poor-quality services, without exploring positive experiences and factors contributing to good quality services. The text also discusses the challenges faced by governments in responding to the Commission's recommendations and mentions the release of the Independent Review of the National Disability Insurance Scheme (NDIS), which intersects with the Commission's recommendations. The text provides guidance on accessing the Commission's publications, submissions, public hearings, and other resources. It introduces the articles in Part 1 of a Special Issue that critically analyze the Commission's findings and recommendations on various topics related to people with intellectual disabilities. The text concludes by mentioning that Part 2 of the Special Issue will include additional articles on education, health, and Positive Behaviour Support. [Extracted from the article]

Group homes have been an important option for people with intellectual disabilities leaving the family home or institutions. They were one focus of the Royal Commission on Violence, Abuse, Neglect and Exploitation of People with Disabilities. Much evidence was collected about harm experienced by people in group homes through submissions, and dedicated and other hearings about disability services more generally. In its Final Report the Commission considered group homes to be both a flawed model and subject to weak implementation similar to that identified across the Australian disability service system more generally. This article describes the Commission's approach to group homes, the evidence heard, and its conclusions; and critiques its stance, processes, and recommendations, identifying links to the NDIS Review published after the Commission's Report in 2023. The Commission's recommended reforms to practice, and replacement of group homes with alternative options reflect current policy directions, but raise issues that will be important for implementation; including; uncertainty about alternatives to group homes, the risk of alternatives not having better outcomes and thus the loss of good services, risk of neglecting quality of support practice in new alternatives and recurrence of institutional practice in them, and potential negative impacts on existing residents of signalling group homes as a flawed model. The Commissions' approach missed opportunities for appreciative enquiry about conditions that lead to good outcomes in some group homes. The article concludes by considering the benefits for people with intellectual disabilities of singling out long-term residents and people with complex or high support needs, together with the potential for a quicker pace of change that may result from the Commission's work. [ABSTRACT FROM AUTHOR]

Abstract\nPoints of InterestThis article analyses the difficulties that 16 graduate with disabilities from 8 Spanish universities in the area of Health Sciences experienced during their academic career. It also shows how they overcame these difficulties, as well as their insight into their own resilience. This qualitative study used semi-structured and individual interviews. The results showed that the difficulties, the strategies to deal with them, and the opinions of the participants about their resilient characteristics are multiple and relate to both external and internal factors. The results reveal that participants’ voices from these Health Sciences degree contain useful strategies for the ­university community to promote the academic success of students with disabilities for the benefit of all students.Healthcare degrees tend to present greater challenges for students with disabilities.Students often experience exclusion during their healthcare training due to the fact that disability is based on a ‘medical’ perspective of disability.This paper analyses the difficulties and coping and resilience strategies used by university students with disabilities with a Bachelor’s degree in Health Sciences to successfully overcome these difficulties.Numerous internal and external factors enable students with disabilities to successfully complete health studies.This study can contribute that including students with disabilities in healthcare degrees improves healthcare improves for vulnerable populations, as well as the relationship between professionals and patients. [ABSTRACT FROM AUTHOR]

In this paper, the potential for material culture studies within the history of disability is explored through a study of preserved anatomical votives from medieval Norway left in connection with miraculous healing practices. The Norwegian votives, which include wooden body parts of hands, arms, finger, feet and legs as well as mobility aids, are here related to the lived experience of the physically impaired. Anatomical votives have been interpreted as meaningful depictions of how an individual conceptualised the body part in question, which they sought healing for. Through a posthumanist approach, anatomical votives can, however, not only be seen as solely representational of a body part but as material extensions of the body. Preserved mobility aids, here identified as hand-trestles and a knee-brace, provide insight into the availability of aids for individuals with lower limb impairments in the medieval North. The study of the material culture of disability can elucidate cultural notions of disability in relation to physical impairment. While written miracle accounts have been identified as important sources for the study of medieval disability, their associated material culture is here presented as important data for the embodied experience of the physically impaired in medieval Norway. [ABSTRACT FROM AUTHOR]

This paper provides insights into the experiences of children with disabilities in an Ethiopian context during prolonged school closures due to the COVID-19 pandemic. Drawing on data gathered through telephone surveys from parents of children with disabilities who had been attending school prior to closures and teachers working in different educational settings, we discuss children's learning journeys during closures, motivations to return to school and the implications of this on current educational reform efforts in Ethiopia. Our findings highlight the significant merits of including children with disabilities explicitly in wider education reform efforts; the many positive gains seen in parental desires to send their child back to school; and the need to recognize and strengthen the role of schools as spaces for promoting children's socio-emotional well-being. Schooling of children with disabilities in Ethiopia was significantly impacted due to the lack of accessible learning materials available at home and in schools Caregivers expressed that returning to school was a strong priority for their child with disabilities Teachers and caregivers noted significant negative impact of closures on children's social and emotional well-being, with many reporting heightened feelings of sadness, loneliness, isolation, and diminished interest in learning and playing among their children. Caregivers and teachers felt that more could be done to support families and schools during such times, especially with better allocation of resources. [ABSTRACT FROM AUTHOR]

'Profound and multiple learning disabilities' ('PMLD') is a term used in the UK to refer to children with extensive impairments to cognitive development. The majority of children with PMLD are taught in special schools where specialist interventions are deployed to help PMLD children progress through the preverbal stages of development. Despite international calls for 'inclusive education' there has been very little research examining how mainstream schools provide 'naturalistic' opportunities for PMLD children to develop early communication skills. This paper addresses the situation by presenting a project that investigated how special school staff and mainstream school peers embodied different interaction styles towards a child with PMLD. The research utilised ethnographic methods including participant observation, vignette-writing, and on-going dialogue with teaching staff to develop interpretations of the child's interactions in context. A novel phenomenological lens was applied to the findings to illuminate how differences in social engagement were contingent upon the framing of the body as living or lived, whether interactions were normatively symbolic or intercorporeal, and how different modes of 'Being-with' the participant shaped interactions. The paper concludes by discussing how models of interaction found in the PMLD field overlook the situated nature of sociality. [ABSTRACT FROM AUTHOR]

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The paper assesses the development of disability equality outcome indicators in 35 European countries in a context of the global governance of human rights and development. Outcome indicators are well-known in other fields, notably in the field of gender equality, but have been much less evident in the disability field. This is, in part, due to difficulties of disability definition and measurement but also reflects the relatively recent formalisation of disability equality as a global human rights concern. Over the past decade there has been a rising expectation on states to structure and quantify their monitoring of disability equality and rights. Despite this there is only patchy evidence that transnational governance frameworks have had any great effect on states' compliance with this. The first part of the paper reviews the meaning of disability equality and the duty on states to monitor it. The second part assesses the progress made in European countries, including examples of variations in approach and coverage. Acts of equality measurement make injustices more visible and more governable. In this sense public investment in disability equality indicators is still much needed. [ABSTRACT FROM AUTHOR]

This study aimed to investigate whether a touch-screen tablet device can be used to avoid underestimation of cognitive function due to hand disability in patients with stroke. Thirty patients with stroke and hemiplegia were divided according to whether the paretic side corresponded to their dominant or non-dominant hand. They were given the cube-copying task twice, once via paper and once via tablet. The results between paper- and tablet-based tasks were more likely to be concordant in participants with a non-paretic dominant hand (z = 2.80,p = 0.005) when the stroke type, education years, and sex were included in the model. All participants with discordant test results had a paretic dominant hand and showed lower muscle power in the wrist and hand muscles. In conclusion, cognitive function in patients with a paretic dominant hand may be underestimated in the cube-copying task, because it requires handwriting ability. This could be prevented by using a touch-screen device. [ABSTRACT FROM AUTHOR]

ABSTRACT: Although pupils with disabilities are spending more time within the general education classroom, teachers have shown variable levels of willingness and interest in modifying their instruction to meet the needs of these pupils. Studies have indicated that simple modifications are the most likely to be implemented. This study surveyed resource teachers to determine how frequently paper and teacher-made paper instructional materials were being used in general education classrooms, and how those materials might be modified to enhance the likelihood of successful access by all students, including those with disabilities. [ABSTRACT FROM AUTHOR]