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This study investigated the use of recommended practices in university-based experiential learning associated with adapted physical activity and education (APA/E) undergraduate courses. Participants (N = 165) were instructors of APA/E courses with an experiential-learning component and/or professionals involved in APA/E experiential-learning programs at their university. Participants completed an online questionnaire designed to describe program characteristics and evaluate the use of two sets of practices, including those recommended for involving students and people with disabilities. Findings highlight low proportions of the use of practices recommended for people with disabilities and indicate that significantly more practices recommended for students were implemented (Z = −10.45, p <.001). Findings from this study have several implications for evaluation and intervention in APA/E experiential learning, such as including the disability community in planning and designing programming to benefit both students and people with disabilities. Instructors should aim to increase their implementation of practices recommended for involving people with disabilities. [ABSTRACT FROM AUTHOR]

This study examined doctoral students' occupational socialization experiences in U.S. adapted physical activity doctoral programs. Twenty-eight doctoral students were recruited and participated in semistructured, in-depth interviews. Interview transcripts were analyzed through a collaborative qualitative analysis, which resulted in the construction of four themes: (a) early socialization experiences foster a positive, but limited impression of physical education and physical activity; (b) doctoral education is pursued to have a greater impact on the disability community; (c) relationships with socializing agents provide support during doctoral education; and (d) coursework and learning in the community facilitate preparation for faculty roles. The findings indicate that there are several similarities between doctoral students and their peers in other doctoral degree programs. Some of these similarities point to issues that may concern prospective doctoral students and faculty members in adapted physical activity terminal degree programs. [ABSTRACT FROM AUTHOR]

Growing recognition of neurodivergence amongst individuals poses challenges for career counselors and human resource practitioners when advising, guiding, and supporting the careers of this diverse group. Despite the potential for neurodivergent individuals to contribute to organizations, career guidance for these individuals is a relatively new area. We conducted a multidisciplinary project comprising a scoping review and stakeholder consultation to generate evidence‐based recommendations for identifying and supporting career paths that lead to positive employment outcomes for neurodivergent individuals. The scoping review included 78 articles on career guidance and associated employment issues (e.g., facilitators and barriers to employment) for neurodivergent individuals, while stakeholders, including neurodivergent individuals, counselors, and others, provided insights into their employment experiences. Our scoping review yielded nine themes: career guidance practice, predictors of employment, employment interventions, different forms of employment, work barriers and facilitators, strengths and challenges, person‐job fit, occupation and industry fit, and employment outcomes. The stakeholder consultations complemented the scholarly themes. Results were interpreted using the Stone and Colella theoretical model of factors influencing the treatment of people with disabilities. The model was extended across educational and work contexts, and to include the nature of occupations and industries. Building on this project and our overarching theoretical model, we map a future research agenda for the study of careers amongst neurodivergent individuals. Specifically, we highlight persistent methodological limitations of the literature before turning to theoretical implications across career stages. We conclude with practical implications for career counselors and human resource practitioners. Ultimately, our review calls for researchers and practitioners to help promote sustainable, high‐quality, and fulfilling careers for neurodivergent individuals. [ABSTRACT FROM AUTHOR]

Understanding the workplace experiences of people with disabilities (PWD) is crucial for creating truly inclusive environments. We explore how perceived climate for inclusion affects social anxiety among employees with varying levels of disability severity. Adopting an interactionist perspective, we propose a mediated moderation model in which disability severity weakens the negative effect of perceived climate for inclusion on social anxiety, with this effect mediated by acceptance of disability. To test our hypotheses, we conducted two studies: one with a sample of Chinese employees and another with a culturally diverse sample. We found that the protective effect of perceived climate for inclusion on reducing social anxiety diminishes as disability severity increases, because individuals with more severe disabilities have lower levels of acceptance of disability. These findings underscore the complexities of fostering workplace inclusion and highlight the critical role of self‐acceptance in shaping the effectiveness of inclusive initiatives. Our research contributes to the literature on disability, inclusion, and workplace diversity by revealing the nuanced dynamics that influence social anxiety among PWD in inclusive settings. [ABSTRACT FROM AUTHOR]

Background: Global initiatives have been put in place to attain a thorough understanding of worldwide variations in physical activity (PA) among children and adolescents. Yet, there is limited knowledge about PA-related indicators, specifically for children and adolescents with disabilities (CAWD). To bridge this data gap, the Global Matrix of Para Report Cards (PRCs) of CAWD initiative was established to address the scarcity of information on PA for this population globally. The purpose of this manuscript is to summarize the results of Chile's First PRC on PA for CAWD. Methods: Chile's PRC included 10 core PA indicators common to the Global Matrix of PRCs. Evidence from scientific articles, reports, and databases available or released from 2018 to January 2022 was included for each indicator. A scientific committee collected and analyzed the data, assigning letter grades (A–F) based on benchmarks. Results: The grades assigned were as follows: Overall PA, D−; Organized Sports and Physical Activity Participation, C−; Active Play, INCOMPLETE; Active Transportation, D−; Sedentary Behavior, F; Physical Fitness, INCOMPLETE; Family and Peers, D+; School, C+; Community and Environment, D+; Government, B−. Conclusions: Chile scored low in most indicators. Although some efforts have been made in the last decade in terms of policies, these have not been reflected in PA and related behaviors in CAWD. The results underscore that maintaining the current situation is inadequate for addressing the widespread problem of physical inactivity among CAWD in Chile, emphasizing the urgency for substantial changes and a comprehensive approach to effectively combat this crisis. [ABSTRACT FROM AUTHOR]

After being founded in 1963, the Fédération Sportive des Handicapés Physiques de France (FSHPF) began a timid move towards regional structuring, with the creation of a Comité Régional Lyonnais-Forez-Dauphiné-Savoie (CR-LFDS) – alongside that of Ⓘle-de-France – in 1965. From 1968 onwards, the strengthening of links with the French State Department for Youth and Sport helped to accentuate this movement. The FSHPF, renamed the FFSHP in 1968, finally obtained a delegation of powers from this department on 20 June 1972. This article looks at the conditions and reasons for this accelerated recognition by the State. It puts forward the hypothesis that it was paradoxically the result of the crisis that led to the split into two federal organisations in early 1972 (the FFSHP and the FFOHP, created on the initiative of the president of the CR-LFDS). This hypothesis is explored by crossing the archives of the Department of State for Youth and Sport and those of the two rival federations (as well as testimonies collected from the leaders of the time). These archives shed light on the tensions generated in the early 1970s by the organisation of international sporting events and the desire to control the development of a growing sport for the physically disabled. In 1971–1972, the crisis that erupted around the organisation of the "World Winter Games" helped the FFSHP gain the status of a delegated federation, a prerequisite for its entry into the French National Olympic and Sports Committee (CNOSF) in 1973 and the secondment of technical advisors by the State (1976). [ABSTRACT FROM AUTHOR]

This study explored the effect of different dual-task (DT) training programs on DT interference in adults with intellectual disability. Center-of-pressure (CoP) mean velocity in single-task (ST) and cognitive-DT conditions and the Timed Up-and-Go Test (TUGT) during ST, cognitive-DT, and motor-DT conditions were assessed before and after intervention in a cognitive–motor training group, a motor–motor training group, and a control group. Before training, CoP mean velocity and TUGT time increased (p <.001) in DT compared with the ST condition. After training, the CoP mean velocity values remained unchanged (p =.07) in DT compared with the ST condition among the cognitive–motor training group. Furthermore, compared with the ST condition, no increase (p = 1) was reported in the TUGT time during the cognitive-DT condition for the cognitive–motor training group and during the motor-DT for the motor–motor training group (p =.12). The effect of DT training on DT interference depends on the training modality. [ABSTRACT FROM AUTHOR]

Background: To prospectively examine the association between physical fitness and risk of disability retirement in a large population-based cohort. Methods: This study utilized data from Health 2011 survey Physical Activity subsample (n = 4898), combined with information on disability retirement derived from 2 national registers. In total, 2455 individuals aged 18–74 years underwent the physical fitness test protocol concerning measures of cardiorespiratory fitness, muscle strength, and balance. The outcome variable was disability retirement, during the follow-up period of 9 years. After excluding those not at risk of disability retirement (ie, age ≥63 y) or who had already been granted disability pension, and those who had not completed the fitness protocol, the analytical sample included 1381 participants. Data were analyzed using Cox regression model with SPSS (version 29). Results: During the 9-year follow-up period, 61 individuals (4.4%) transitioned to a disability retirement. Cox regression analysis showed an association between the various physical fitness subdomains and the risk of disability retirement. In model 1, all fitness tests were associated with the risk of disability retirement, except the one-leg stand test with hazard ratios ranging from 1.69 (95% CI, 0.86–3.34) to 5.75 (95% CI, 1.84–17.90). Further adjustment for sociodemographic, health behavior, and health-related covariates attenuated the associations and statistical significance was lost, except for the vertical jump test (hazard ratio = 4.33; 95% CI, 1.32–14.10) and 6-minute walk test (hazard ratio = 3.81; 95% CI, 1.35–10.70). Conclusion: These findings highlight the importance of physical fitness for preventing work disability. [ABSTRACT FROM AUTHOR]

In this paper, we analyze the subjective inclusion experiences of visually impaired (VI) adult tennis players from an ableism-critical perspective. The primary focus of this research is the inclusive potential of blind tennis from the perspective of VI individuals. Episodic interviews were conducted to capture subjective perspectives. A qualitative text analysis revealed that the interviewees were confronted with multiple ability assumptions by sighted people in their everyday lives. Deficit notions on the performance of VI people included sports, work, and general activities. Participation in blind tennis helped the interviewees build a "competent identity" and acquire various skills useful for their everyday lives as participation in blind tennis was a pathway for competence in sports. Further research is needed to identify exclusion experiences from the perspective of disabled people to recognize the potential of different sports in reducing barriers to participation. [ABSTRACT FROM AUTHOR]

Disability is a basic human condition that affects a significant proportion of the world's population, yet many disability- and accessibility-relevant issues remain pressing and insufficiently addressed. With three experiments, the current research investigates potential reasons for why marketplace disability accessibility has not been universally accepted. Potential barriers to greater accessibility in marketplaces may arise because such efforts appear at odds with other salient priorities, at micro (i.e. consumer) and macro (i.e. firm, policy, or societal) levels. In the proposed framework and resulting experiments, micro-level trade-offs prompt perceptions of personal cost and macro-level trade-offs prompt perceptions of firm morality. In turn, these perceptions mediate firm evaluations, showing that consumers at baseline respond negatively to accessibility. Critically, however, several practical interventions emerge from these processes. Marketers can mitigate consumers' negative responses to accessibility by employing simple framing choices such as emphasizing who benefits or noting what the purpose of the offering is. By demonstrating one way to better understand perceptions of the full spectrum of the consumer population, this research provides pathways for consumer researchers to further delve into disability-related research in the future. [ABSTRACT FROM AUTHOR]

People with disabilities are often targets for exploitation. Persons with disabilities subject to guardianship require additional planning protections to safeguard them from financial predation. This article reviews the literature on this topic and identifies key areas of concern that financial advisors should address to protect this vulnerable population. [ABSTRACT FROM AUTHOR]

Drawing upon value theory, this study investigates both the enabling and disabling features of marketplaces for consumers in the disability market. Analysis of longitudinal qualitative data collected before and after the introduction of a new disability service provision scheme in Australia offer empirical evidence of such marketplaces that are both creating and destroying value for people with disability and their carers. In some instances, value creation and destruction can co-occur for individual consumers. These empirical insights lead to a theoretical conceptualisation of the marketplace as not being wholly disabling, but rather consisting of disabling and enabling factors. Understanding these factors allows service providers and policy makers to make adjustments in view of maximising value creation and minimising value destruction. [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]

Background: The current physical activity guidelines recommend engagement in strength activities at least 2 days per week. Currently, there is a lack of literature examining strength activities among people with disabilities. The purpose of this study is to estimate and compare the prevalence of engagement in strength activities and adherence to strength activity guidelines among adults with and without disabilities in the United States. Methods: A total of 1,005,644 adults (18–80 y old) with and without disabilities from the 2013 to 2017 Behavioral Risk Factor Surveillance System were included in this secondary data analysis. Descriptive analyses were performed to describe the prevalence of strength activity behaviors of adults with and without disabilities. Logistic and Poisson regression models were performed to evaluate the relative contribution of disability status on strength activity behaviors. Results: A higher proportion of participants without disabilities (46.42%, 95% CI, 46.18–46.65) reported engaging in strength activities compared with participants with disabilities (30.68%, 95% CI, 30.29–31.08; P <.01). Participants with disabilities were less likely to engage in strength activities (odds ratio = 0.51, 95% CI, 0.50–0.52; adjusted odds ratio = 0.75, 95% CI, 0.73–0.77) and meet strength activity guidelines (odds ratio = 0.56, 95% CI, 0.54–0.57; adjusted odds ratio = 0.75, 95% CI, 0.73–0.77) than participants without disabilities. Conclusion: Experiencing a disability is associated with lower engagement in strength activities; thus, it is important to identify effective and efficient approaches to promoting strength activities among people with disabilities. [ABSTRACT FROM AUTHOR]

This article describes the perceptions and experiences of collaboration between teachers of physical education (n = 3) and special educators (n = 3) on teaching pupils with disabilities. Using a qualitative approach, the study seeks to establish the nature and extent of collaboration among these teachers and to identify the benefits and barriers to implementation. Semistructured interviews were used as the main data source. Data were collected from teachers working in the public school system in the southern part of Finland. The findings indicate that while teachers are mostly aware of the value of collaboration, its implementation varies immensely among the different schools. While the special educators in this study see themselves mainly responsible for supporting pupils with disabilities, the physical education teachers showed a strong commitment to the subject matter of their teaching. Participants also reported several challenges relating to time constraints, a lack of classroom support, and a shared vision of inclusive teaching. [ABSTRACT FROM AUTHOR]

This systematic review synthesized the literature on digital health interventions for the promotion of physical activity (PA) among people with intellectual disabilities and/or autism. From an initial screening of 553 records, 10 studies underwent full-text review. Data were extracted relating to study, intervention, and sample characteristics and PA-related findings. Methodological quality was evaluated using the Crowe Critical Appraisal Tool. There were mixed findings pertaining to the effectiveness of digital health interventions for promoting PA among these populations. Positive results were reported for three of five active-video-game interventions, two of three social-media-based interventions, and one of two e-learning/multicomponent interventions. Digital health interventions can potentially be effective for promoting PA among people with intellectual disabilities and/or autism. However, the large variation in the samples and intervention types and a reliance on pre- and quasi-experimental research designs suggest that inferences should be made with caution and additional research is needed. [ABSTRACT FROM AUTHOR]

Objectives: Sedation is commonly utilized for individuals otherwise unable to receive dental treatment, such as those with disabilities, medically complex conditions, and dentophobics. The aim was to characterize the profiles of patients receiving various types of sedation and assess the corresponding success rates. Method and materials: This was a 5-year records-based retrospective study. Data regarding the indication for sedation, medical history, sedation type, and treatments performed were recorded. Results: In total, 103 patients underwent 389 treatment sessions under sedation; 42.7% of the patients were disabled. The most commonly administered sedation was moderate sedation, (49.4%), followed by deep (36.8%) and inhaled sedation (13.9%). Successful treatment results were achieved in 96.1% of sessions, with no adverse effects noted during recovery. The high success rates were independent of patient age, sex, and sedation type. There was a positive association between the indication for sedation and the type of sedation. The medically complex patients and the dentophobic patients received mainly moderate sedation (85.3% and 58.2%, respectively), whereas the disabled patients received deep sedation (51.2%). In total, 94% of patients were returning (revisiting) patients. A statistically significant association was found between the type of sedation administered and the success rate during the first and last sessions (P< .001). The success rate at the first session may be predictive of the success in subsequent sessions. Conclusion: A significant positive correlation was found between patient characteristics and the chosen sedation type leading to a high success rate across the various sedation modalities. [ABSTRACT FROM AUTHOR]

Background: People with physical disabilities (PWD) participate in less physical activity than people without physical disabilities (PWoD), which increases the risk for several negative health consequences. Comparing physical activity between PWD and PWoD remains a challenge since no reliable and valid survey exists to measure physical activity in both populations. The International Physical Activity Questionnaire (IPAQ) was adapted to be inclusive of PWD using a recently developed survey adaption framework; however, the adapted IPAQ has not been assessed for reliability and validity. The objective of this study was to assess the reliability and validity of the adapted IPAQ. Methods: To assess test–retest reliability, the adapted IPAQ was completed twice within a 72-hour period by 172 individuals (PWD: n = 102, PWoD: n = 70) and compared using intraclass correlation coefficients. Using Spearman rho, convergent validity and construct validity were assessed in 62 individuals by comparing the adapted IPAQ against the original instrument and activity monitor measured step count, respectively. Results: The adapted IPAQ demonstrated moderate test–retest reliability, with intraclass correlation coefficients of total scores for the total sample of.690 (95% confidence interval [CI].581–.770) and among subgroup analysis (PWD,.640, 95% CI,.457–.761; PWoD,.758, 95% CI,.610–.850). Correlation coefficients were also good for the assessment of convergent validity of total score (.727; 95% CI,.579–.829; P <.001). Construct validity assessment yielded moderate coefficient (.406; 95% CI,.166–.596; P =.001). Conclusions: The adapted IPAQ demonstrated acceptable reliability and validity and is appropriate for use in PWD and PWoD. [ABSTRACT FROM AUTHOR]

Background: Although physical activity (PA) is an important determinant of health, physically disabled individuals tend to have a sedentary lifestyle. The Barriers to Physical Activity Questionnaire for People with Mobility Impairments (BPAQ-MI) is a self-report instrument evaluating PA barriers. This study was intended to evaluate the validity and reliability of the Persian version of BPAQ-MI (P-BPAQ-MI) and to report the prevalence and severity of PA barriers among Persian-speaking individuals. Methods: The translation and back translation of the BPAQ-MI was conducted according to an internationally accepted guideline and tested on 163 participants to assess its reliability and validity. Internal consistency and test–retest reliability were analyzed using Cronbach alpha and Spearman correlation coefficient. Convergent construct validity was established by comparing the scores of P-BPAQ-MI and The Baecke Habitual Physical Activity Questionnaire. Known-groups construct validity was assessed with regard to type of assistive device and sex of the individual. Prevalence and severity of the barriers were reported by computing the percentage and means of "yes" answers. Results: The P-BPAQ-MI domains demonstrated very good internal consistency (Cronbach alpha of.77–.95) and excellent test–retest reliability (Spearman rho of.73–.96) with a significant inverse small correlation with Baecke Habitual Physical Activity Questionnaire indexes. The P-BPAQ-MI successfully discriminated between individuals with different assistive devices and sex. Community Built Environment barriers were the most prevalent and severe. Conclusions: The P-BPAQ-MI is a valid and reliable instrument to assess the PA barriers of people with physical disability. The community barriers were the most frequently reported obstacles to PA. [ABSTRACT FROM AUTHOR]

Children with disabilities (CWD) are overrepresented in the child welfare system (CWS), yet limited research exists on how child protective service (CPS) workers respond. This exploratory qualitative study conducted semi-structured individual interviews with 12 CPS workers in Northern California to explore their experiences. Thematic analysis identified five key themes: contributors to maltreatment, challenges of working with CWD, the influence of personal/professional experience, collaboration with disability experts, and the need for training. Findings suggest that disability-focused training in the graduate Title IV-E program and ongoing professional training can enhance CPS workers’ competency and strengthen interactions with CWD, leading to better outcomes. [ABSTRACT FROM AUTHOR]

Nutrient-dependent mTORC1 regulation upon amino acid deprivation is mediated by the KICSTOR complex, comprising SZT2, KPTN, ITFG2, and KICS2, recruiting GATOR1 to lysosomes. Previously, pathogenic SZT2 and KPTN variants have been associated with autosomal recessive intellectual disability and epileptic encephalopathy. We identified bi-allelic KICS2 variants in eleven affected individuals presenting with intellectual disability and epilepsy. These variants partly affected KICS2 stability, compromised KICSTOR complex formation, and demonstrated a deleterious impact on nutrient-dependent mTORC1 regulation of 4EBP1 and S6K. Phosphoproteome analyses extended these findings to show that KICS2 variants changed the mTORC1 proteome, affecting proteins that function in translation, splicing, and ciliogenesis. Depletion of Kics2 in zebrafish resulted in ciliary dysfunction consistent with a role of mTORC1 in cilia biology. These in vitro and in vivo functional studies confirmed the pathogenicity of identified KICS2 variants. Our genetic and experimental data provide evidence that variants in KICS2 are a factor involved in intellectual disability due to its dysfunction impacting mTORC1 regulation and cilia biology. [Display omitted] Sequencing 8 individuals with intellectual disability identified bi-allelic variants in KICS2 , which encodes a component of the KICSTOR complex. A combination of in vitro and in vivo analyses demonstrates the physiological relevance of these new variants regarding KICSTOR complex stability, mTORC1 activity, and cilium biology. [ABSTRACT FROM AUTHOR]

PRELUDEIn 2016, I took part in a major gathering entitled “Avec un handicap: passionément vivant1” at the pilgrimage-site of Lourdes, France. After having read the story of blind Bartimaeus in one of our discussion-groups, I asked the participants: “How would you respond if Jesus were to ask you: ‘What do you want me to do for you?’” Some of the participants were visually impaired. As such, I somewhat naïvely expected their answers to reflect said impairment: “I’d ask him to rid me of my blindness.” You can imagine my surprise, then, when the responses of the blind people in our group were eventually expressed: “I’d ask for a job. I’d ask for a girlfriend. I’d want him to help me find a flat.” Not a single participant asked to be able to see. This is not to deny that some people with a disability may well have a burning desire to see their disability disappear. Experience has taught me, however, that this desire should not be generalized. Hence the importance of Jesus’ question: “What do you want me to do for you?” Unlike me, Jesus doesn’t presume to know the answer. Nonetheless, in our group at Lourdes, we were all a little surprised by Bartimaeus’s answer—asking to “regain his sight”—and we wondered if we had correctly understood the blind man’s request. Our puzzlement triggered a process of re-reading the biblical text, the main points of which I will outline here. [ABSTRACT FROM AUTHOR]

Rejection sensitivity (RS) among primary school students is a serious problem that often has multiple negative consequences including poor academic performance and mental health problems. The current study used a qualitative methodology to determine the role of teachers' psychological awareness in preventing RS allergy in the school environment through stakeholder intervention and RS allergy prevention programs. When teachers notice students with disabilities being rejected, they can take steps to reduce it. The researcher conducted semi-structured interviews with 18 teachers working in public primary inclusive schools in Al-Ahsa, Saudi Arabia, with deaf, hard of hearing (DHH), and learning disabilities programs. The findings provide an initial step in identifying the forms and types of RS in the school context, helping administrators, teachers, parents, and students reduce the phenomenon of RS and develop long-term plans to address it. Taking teachers' perceptions into account may enable the development and implementation of new programs to address RS directed toward individuals with disabilities in primary schools. The discussion highlights future research directions and limitations of current research. [ABSTRACT FROM AUTHOR]

The causal explanations voice-hearers have for their voice-hearing experiences may influence affective outcome and clinical decision making. Voice-hearers endorse a range of explanatory models, which do not consistently align with explanatory models held by healthcare professionals. Research has established that explanatory models for voice-hearing are dynamic rather than fixed, and are influenced by internal beliefs and motivations, culture, and contact with significant others. Although social meaning making is potentially significant, opportunities to engage in this may be limited. Hearing Voices Groups are one venue in which shared meaning making might be more available or acceptable. This study was designed to seek further information about how shared sense-making is involved in the development of causal models, and what is the role of Hearing Voices Groups in supporting this. Semi-structured interviews were conducted with 10 participants who self-identified as voice-hearers and had attended at least three Hearing Voices Network group sessions in the UK. The interviews were analysed using reflexive Thematic Analysis. Two themes, with six subthemes were developed concerning the role of Hearing Voices Network Groups in the sense-making process. Hearing Voices Network groups were found to offer qualities of commonality, authenticity, understanding, and being non-judgemental, and with freedom to talk about voices without external pressure. This study broadens our understanding of how social sense-making is enhanced by the Hearing Voices Network groups. These qualities are suggested as important to social sense-making. They are not consistently found in clinical services accessed by voice-hearers. [ABSTRACT FROM AUTHOR]

The article focuses on integrated supports for individuals with disabilities, highlighting the combination of formal and natural supports. Topics include the significance of integrated supports across different geographical locations and identities, the role of policy and frameworks like the Charting the LifeCourse, and the inclusion of individuals with disabilities in research processes.

This qualitative study used an inclusive and participatory research approach to examine the perspectives of people with intellectual and developmental disabilities (IDD) on instrumental supports. Instrumental supports include concrete and direct ways people assist others in solving a problem or accomplishing a task, including helping to access and navigate formal supports and services. Natural supporters play essential roles in setting up and maintaining formal supports for individuals with IDD. Family members that provide instrumental support are responsible for integrating the formal and informal supports for the best mix of supports based on the person with IDD's needs and preferences. This study examined the instrumental support people with IDD received from and gave to their families related to physical support, healthy living, financial support, and navigating formal services. Thirty virtual interviews were conducted using the dyadic interview method with 10 adults with IDD and 10 family members who they chose. Findings showed that people with IDD received natural supports from their family in numerous areas including physical help, support to be healthy, and financial support. Also, families helped with formal supports by navigating the system of services for people with IDD. In addition to receiving support from their families, people with IDD also provided some reciprocal support to their families, specifically in the areas of physical help and healthy living. Implications for practice and policy are shared along with directions for future research. [ABSTRACT FROM AUTHOR]

Mumbai is home to over 22 million people, of which 41.3% are estimated to live in bastis with limited access to basic facilities and support. The number of people with disabilities living in Mumbai was 0.48 million in 2011, expected to rise to 4 million by 2025. For people with disabilities to live a better quality of life, they require a combination of support from the community for their day-to-day living and formal support for their rehabilitation. This study used a qualitative exploratory approach and explored the benefit of integrated support (natural + formal) for people with disabilities. Fifteen people with diverse disabilities and thirteen support providers were purposely recruited from five bastis, and data was collected through face-to face interviews and through a psycho-social helpline. Three themes, i) understanding formal and natural supports in Bastis, ii) the role of the community, and iii) the Intersection of formal and natural support. Findings indicate that while formal and natural supports have their independent benefits, yet together these supports make life easier and more meaningful for people with disabilities. [ABSTRACT FROM AUTHOR]

Evidence suggests that integrated support, combining both natural and formal supports, is often essential for individuals with developmental disabilities to achieve their preferred quality of life. However, studies are limited on how to organize supports so that people with developmental disabilities and their families find a balance between formal and natural supports. Often, there are systemic and personal boundaries around the nature and extent of support that can be offered to persons with developmental disabilities through formal mechanisms, yet the value of natural supports in the lives of persons with developmental disabilities is often undervalued in society. Therefore, the objectives of this study were to explore formal support providers' perspectives on (a) the unique skillsets and attributes of natural support providers and formal support providers; and (b) how we might best enable both natural and formal supports for persons with developmental disabilities and their families. Following a qualitative approach, we interviewed 16 formal support providers working with adults with developmental disabilities and their families via Zoom. We analyzed data using thematic analysis. We organized results into three themes: the role of natural supports, the role of formal supports, and strategies to best configure a system of supports. Results imply that there is a need for investment of funding to incentivize both support structures for adults with developmental disabilities and their families. Future studies should explore the perspectives from people with developmental disabilities and their natural support providers. [ABSTRACT FROM AUTHOR]

People with intellectual and/or developmental disabilities and their families and professionals often engage in person-centered planning to determine current and future supports needed to improve quality of life. Previous practice focused heavily on applying for disability specific supports referred to as formal supports and waiting hopefully, with no guarantee benefits would be provided or that benefits would adequately support a good and valued life. It is critical to process expand perspectives to consider integrated supports, a concept that encompasses both natural community-based supports combined and woven together with formal eligibility-determined supports, if available. This conceptual paper describes the current limitations of dependence on formal supports and supports the use of integrated supports that combine natural and formal supports using the Integrated Support Star, a tool within the Charting the LifeCourse. The five parts of the Integrated Support Star include a variety of aspects of life: Personal strengths and assets, Relationship-based supports and roles, Community resources, Technology-based solutions, and Eligibility specific supports. The authors describe how each of these portions of the Integrated Support Star can provide a way to expand the person-centered planning process using integrated supports to achieve a self-directed and supported life that does not only depend on eligibility-based supports. [ABSTRACT FROM AUTHOR]

Natural supports are informal relationships with family, friends, neighbors, and community members that serve as a source of connection and support, and as a safety net. The aim of this study was to examine the impact of natural supports on different areas of quality of life of people with disabilities. Given the theorized importance of natural support to quality of life, the secondary aim of this study was to examine disparities in natural supports among people with disabilities. We had two research questions: (1) What is the relationship between the presence of natural support networks and other areas of quality of life?; and (2) Are there differences in the presence of natural support networks based on people with disabilities' sociodemographic factors? To examine these research questions, using binary logistic regressions, we analyzed secondary Personal Outcome Measures® quality of life outcome data from 7,118 people with disabilities (January 2015 to December 2022). We found 59.0% of adults with disabilities were not connected to natural support networks. In addition, natural supports also had a wide-reaching impact on people's quality of life, from health and safety to rights to community integration to self-determination (adjusted odds ratios ranged from 1.47 to 3.53). Women, people with full/plenary guardianship, people with comprehensive behavior support needs, and people with personality/psychotic disorder were especially lacking in natural supports. We must ensure all people with disabilities are connected to natural support networks in order to maximize their quality of life. [ABSTRACT FROM AUTHOR]

The collective belief that a sex offender is dangerous, is powerful in considering sexual norms and incarceration. In this article, I tell stories of sex crimes via life-story interviews with neurodivergent men who have additional learning difficulties, who were criminalised for sexual assault or rape, and mothers. This research cannot eradicate the harm for those who are historically institutionalised, nor can it help victims of sexual assault. However, there is a need to challenge troubling micro and macro-bureaucratic processes across institutions and systems such as education, health, and criminal justice, to support disabled people and their families care-fully and ethically. [ABSTRACT FROM AUTHOR]

To foster high-quality and inclusive education, students must hold positive attitudes towards all groups, including individuals with disabilities, a goal that can be accomplished through active participation in awareness-raising programmes. This study compares the efficacy of various strategies to modify attitudes towards disability among preschool children. For this purpose, 70 five-year-old children were divided into four distinct groups: Experimental Group 1, which received a combination of strategies (information enhancement, simulation, and imagined contact); Experimental Group 2, which engaged in information enhancement and simulation; Experimental Group 3, where only imagined contact was implemented; and the Control Group. Following the intervention, a notable improvement was observed in both attitudes and knowledge regarding disability in all experimental groups, with the most significant difference observed in Experimental Group 1. In conclusion, while these strategies are effective individually, their efficacy is further enhanced when combined. [ABSTRACT FROM AUTHOR]

This study used a scoping review to examine the systematic instruction studies for individuals with disabilities published in the last four decades (1983–2022) in Türkiye. We included 332 single-case and 61 group experimental studies. We collected inter-rater reliability data for 30% of the studies and determined that the mean of inter-rater coefficients was 99.2%. The findings indicate that the studies have been mainly self-funded and performed by one or two special education researchers. Studies conducted with single-case studies were more prevalent than group experimental studies. Male participants were more than females, and more school-age children than infants and adults. Participants with intellectual disabilities and autism were the most frequently involved, and school-related academic and cognitive skills were the most commonly targeted. The most frequently used interventions were response prompting strategies, strategy instruction, video modelling and prompting, and direct instruction. Finally, we discussed the findings and made recommendations for practice and future research. [ABSTRACT FROM AUTHOR]

Personal smart technologies are becoming increasingly interwoven into everyday life, yet the usability and usefulness for some of these off-the-shelf technologies for persons with disabilities has yet to be determined. Smart speakers with both their native and downloadable functionalities (skills) have great potential to support individuals with disabilities through communication functionalities, smart home integrations, and more. However, the potential for usefulness does not always translate to how something is actually perceived or used in the real-world. Therefore, the objective of this qualitative study was to gather insight from individuals with disabilities on their experiences with smart speakers and smart speaker skills. Participant feedback highlighted several primary themes: (1) external factors that might influence extent of, and advancement in smart speaker use, (2) Smart speaker use barriers, (3) Smart speaker use facilitators, and (4) Smart speaker uses specific to individuals with disabilities. Continued research and development is needed to help ensure that commercially available technologies are designed with universal design principles that will ensure accessibility for all potential users. IMPLICATIONS FOR REHABILITATION: Smart speaker skills are being used for smart home management by persons with disabilities, but these functionalities are not without barriers. Persons with various disabilities should be involved in the development and translation of smart speaker functions that are intended to, or that could, support the needs of this population. [ABSTRACT FROM AUTHOR]

Purpose: This research aims to identify information that is important to provide on supply of custom-contoured seating. The way this information would be best communicated is also of interest. A two-round e-Delphi study was utilised to explore consensus. A panel of stakeholders from Ireland including experts in positioning clients in custom-contoured seating and caregivers were recruited. The first round consisted of open-ended questions and was analysed using thematic analysis. The second round employed a rating technique and 7-point Likert scale. Consensus was set a priori at 70% agreement. The way information should be communicated and by whom was rated in order of preference. Materials and methods: Fifteen participants were recruited, nine clinicians and four caregivers. Fifty-two statements under six themes (transfers = 10, positioning = 22, pressure care = 4, general use = 4, post-supply follow-up = 8, functional activity = 4) were generated in round 1 by 13/15 participants. Round 2 was completed by 10/15. 49/52 statements reached consensus and were deemed important. The ways information should be communicated and by whom was identified. Caregivers want individualised information whereas clinicians preferred a more generic approach. Results and conclusions: There was a high degree of consensus on what information is required to support caregivers. The topics demonstrate the extensive information that should be provided. The preferred delivery method for primary caregivers was hands-on training with the opportunity to practice and take videos. Stakeholders differed in how they would prefer information delivered. Further research should evaluate the method of delivering training and its effectiveness. IMPLICATIONS FOR REHABILITATION: Caregivers report a lack of guidance on postural management, which exacerbates their own health problems and results in underutilization of positioning equipment. Caregivers should be provided with information on transfers, positioning, pressure care, general chair use, post-supply follow-up, and the impact on functional activities when a new custom contoured seat is supplied. The preferred method of providing information to primary caregivers is to use hands-on training with the opportunity to practice and take videos during the supply appointment. Personalised information booklets or group training sessions may be most appropriate for additional caregivers. [ABSTRACT FROM AUTHOR]

Aim: Adapted paddleboard provides an outdoor leisure-time physical activities (LTPA) opportunity with many health benefits (e.g., physical activity, reduced stress, social engagement). However, nearly 50% of individuals with disabilities do not participate in any LTPA. Quality of LTPA participation influences sustainable adherence, while optimizing participant experiences. An adapted paddleboard program is offered in Quebec City, for adults with physical disabilities, but little is known about how participants perceive their quality of participation. This study aimed to describe individuals with disabilities' perceived quality of participation in the adapted paddleboard program, and to explore their suggestions of strategies to support meaningful engagement in the program. Methods: An ethnographic mixed-methods design was conducted, consisting of participant observations during the 13-week program and semi-structured interviews based on the Quality Parasport Participation Framework (QPPF). Measure of Experiential Aspects of Participation (MeEAP) questionnaire were collected. A mixed approach of data analysis was used for qualitative data and descriptive statistics were conducted for quantitative data. Results: Nine participants (8F) with various disabilities (42±15 years old) participated in the study. Emergent dimensions of quality of participation included belongingness and autonomy. Facilitators to participation were identified, such as autonomy support through volunteers and provision of adaptive equipment. Barriers to participation included water access and level of individual challenge. Suggested strategies to improve engagement included water access closer to parking and multiple groups for variable skill levels. Conclusions: Participants expressed high-quality of participation in adapted paddleboarding. The study allows the development of knowledge about conditions that enhance the experience of participating in outdoor LTPA. IMPLICATIONS FOR REHABILITATION: Adapted paddleboard is an increasingly popular activity that can be adapted with material and environmental accommodations for people with disabilities to enable and enhance participation in outdoor leisure-time physical activities (LTPA). Several facilitators, such as the safety of the site or the social support created by the group, enhance quality of experience in leisure-time physical activities (LTPA) including adapted paddleboard; therefore, support sustainable adherence in the practice of physical activities, well-being and social participation. Further opportunities to practice LTPA such as adapted paddleboard in a public space to promote social inclusion are necessary. [ABSTRACT FROM AUTHOR]