Концепция формирования и распространения цифрового контента для высшего инклюзивного образования

Association of Comorbidity with Disability in Older Women: The Women’s Health and Aging Study

How laws of universal design discriminate between different types of disabilities - Lessons learned from Norway

Background:This study measured socioeconomic inequalities in different types of disabilities in Iran. We also examined the prevalence of disabilities across different socio-demographic groups in Iran in 2011.Methods:This was cross-sectional study using secondary data analysis on all Iranian. Data related to disability prevalence and socioeconomic status (SES) of each province was extracted from the 2011 National Census of Population and Housing (NCPH) and the 2011 Households Income and Expenditure Survey (HIES), conducted by Statistical Center of Iran (SCI). The concentration index and concentration curve were used to measure and illustrate socioeconomic inequalities in different types of disabilities. Chi-squared test was also used to examine the relationship between the socio-demographic variables (age-groups, sex, education level, employment status) and disability.Results:The results suggested the existence of socioeconomic inequalities in blindness, deafness, vocal disorders and hand disorders in Iran. The concentration index for these four disabilities were −0.0527 (95% confidence interval [CI]: −0.0881, −0.0173), −0.0451 (CI: −0.0747, −0.0156), −0.0663 (CI: −0.1043, −0.0282) and −0.0545 (CI: −0.0940, −0.0151), respectively. There were also significant associations between the demographic variables such as age-groups, sex, education level, employment status and disability (P<0.05).Conclusion:There were significant socioeconomic inequalities in different types of disabilities in Iran with poorer provinces having higher prevalence of disabilities in blindness, deafness, vocal disorders and hand disorders. Strategies to address the higher prevalence of different types of disabilities among poorer provinces should be considered a priority in Iran.

People with disabilities have a great risk of physical inactivity, which causes several diseases, dependency, and long-term care. Walking helps to increase physical activity, which leads to better overall health and independence. However, less research attention has focused on walking for people with disabilities, and even fewer studies have been considered for different types of disabilities. The present study aimed to demonstrate how walking distance was associated with people with seven different types of disabilities- including visual, hearing, physical/mobility, intellectual, learning, autism, and emotional/behavioral disabilities-in terms of their physical abilities and subjective health. A total of 378 participants (aged 13-65) were gathered from seven national organizations in Thailand. A survey questionnaire on aspects of physical abilities (i.e., walking distance or manually rolling wheelchair distance; body balance; weightlifting; exercise duration and frequency); and subjective health (i.e., health status and satisfaction) was completed online by all participants. The walking distance was partially positive and associated with exercise duration, weightlifting, exercise frequency, and health status (all p values < 0.001), as well as body balance and health satisfaction (p = 0.001 and 0.004, respectively), after controlling for age, sex, and types of disability. This demonstrated that increasing the amount of distance walked could well lead to a more positive body and mind. The present study suggests that the possibility of having a walk and/or encouraging people with disabilities to walk for greater distances can have a significant impact on both their physical and subjective health outcomes.

The adapted physical education (APE) field is developing vigorously in China, and an increasing number of students with physical education (PE) as their major will encounter students with disabilities in their future teaching careers. This study thus surveyed PE major students from eight Chinese sports colleges and universities in order to explore how perceived social support could affect the self-efficacy of PE major students who are expected to face students with different types of disabilities; furthermore, it aimed to demonstrate the regulating effect of APE studies and internships. The survey found that (1) perceived social support positively affected self-efficacy among Chinese PE majors who would be facing students with different types of disabilities; (2) APE studies and internships positively affected self-efficacy among Chinese PE majors who would be facing students with different types of disabilities, and; (3) APE studies and internships strengthened perceived social support’s effects on self-efficacy among Chinese PE majors who would be facing students with different types of disabilities.

BackgroundYouth with disabilities have the same right to sexual and reproductive health (SRH) as their peers without disabilities. However, their needs and rights are often ignored. Little is known about the knowledge, needs and access barriers related to SRH information among youth with different types of disabilities in China.MethodsA cross-sectional survey was carried out among 473 unmarried youth aged 15–24 with visual, hearing, physical disabilities in both urban and rural areas in China.ResultsOut of a maximum possible score of 100, respondent’s median score ranged from 30 to 50 for knowledge related to sexual physiology, STIs/HIV/AIDS and contraception. For these three categories of knowledge, respondents with hearing and physical disabilities or from rural areas scored lower than their counterparts with visual disabilities or from urban areas. The multivariate analyses showed that the residential area and education level were strong correlates of knowledge among respondents with visual and hearing disabilities. Other significant correlates were age for respondents with visual impairment and physical impairment, and single child status in the family and father’s education level for respondents with hearing impairment. Sources of and barriers and preferences in accessing SRH information differed by type of disabilities, residential areas and gender. In general, school teachers were the primary and most preferred sources of SRH knowledge, followed by the Internet, peers/friends and parents. Unaware of where to get accurate information and feeling embarrassed to seek information were the two most frequently mentioned barriers in accessing SRH information.ConclusionRespondents had poor knowledge of SRH and limited access to SRH information, especially those from rural areas. Efforts should be made to promote school and family-based sexuality education tailored for youth with different types of disabilities.

This study explores the impact of educational information systems on enhancing learning accessibility in higher education, as digital tools increasingly become integral to academic support, and student engagement. The main objective is to assess how these systems improve access to learning resources and facilitate communication, particularly for students from diverse backgrounds and with varying educational needs. Using a mixed-methods approach, this research combines quantitative analysis of accessibility metrics with qualitative insights from surveys and interviews with students and faculty across different higher education institutions. The findings show that educational information systems significantly enhance learning accessibility by providing flexible access to resources, facilitating real-time feedback, and supporting personalized learning paths. These systems also improve student engagement by enabling convenient access to materials and fostering a collaborative learning environment that accommodates different learning styles. However, the study identifies several barriers, including gaps in digital literacy, usability challenges, and unequal access to the necessary infrastructure, which can limit the effectiveness of these systems in reaching all students equally. Additionally, concerns around data privacy and system complexity are noted as areas needing attention to build user trust and ensure smoother system integration. The study concludes that while educational information systems hold great promise for improving accessibility and inclusivity in higher education, addressing these barriers through targeted training, digital equity initiatives, and robust data protection policies is essential for maximizing their potential. These insights offer valuable guidance for educational institutions aiming to create more inclusive learning environments through strategic integration of educational information systems.

Introduction: Access, Equity, and Capacity D.E. Neubauer & Y.Tanaka Access, Equity, Capacity: Initiating Some Distinctions D.E.Neubauer & J.N.Hawkins Variations on Equity and Access in Higher Education in Asia J.N.Hawkins Defining and Measuring Capacity in Asia Pacific Higher Education D.E.Neubauer A New World Order? The Emergence of 'Structured Opportunity Markets' in Higher Education J.A.Douglass Equity and Access in a Constantly Expanding Indonesian Higher Education System I.Abdulla Quality as Key in Vietnam's Passage to Educational Integration B.Phuong Lan The Dilemma of Higher Education Policy Choices in Japan Y.Tanaka Aligning Capacity with Needs in the Process of Massification of Higher Education in China: Northeast Normal University as a Case Y.Zhong Access, Equity and Capacity: Concepts and Practices vs. National Development and Demographic Shifts of Malaysian Higher Education A.Bin Hussein, Z.Mohd Fahmi, & B.Vassu Social Justice, Equal Access, and Stratification of Higher Education in Taiwan Y.Shen-Keng & C.Sheng-Yao Access, Equity, Capacity in Asia Pacific Higher Education: Managing the Trade-Offs in the Philippines E.de Jesus The Effect of Cross-Border Provision on Higher Education Access, Equity and Capacity in the Asia-Pacific Region C.Ziguras Tensions between Autonomy and Accountability: Access, Equity, and Capacity in Korean Higher Education M.Yeom Two Decades of Rapid Higher Education Change: Losses and Gains in Equity, Capacity, and Access in Asia Pacific Higher Education Y.Tanaka & D.E.Neubauer

Increasing numbers of students with disabilities attend colleges and universities after graduation from high school (DaDeppo, 2009; U.S. Department of Education, 2002), but studies show that students with disabilities lag behind academically and fail to make progress and complete academic programs at a level and a timeframe comparable to their peers without disabilities (U.S. Department of Education, 2002). Studies are needed that explore variables related to the academic performance of university students with disabilities. According to Tinto (1993), multiple factors relate to university students’ academic performance and persistence, including students’ background, academic and social integration, and personal characteristics. His theoretical model highlights the role of personal attributes in relation to academic success and persistence in postsecondary education. Much of the research conducted in the area of personal characteristics of students with disabilities has focused on only academic or cognitive attributes (Hall & Webster, 2008), while neglecting psychological attributes such as self-esteem, life satisfaction, perceived support, and perceived control. As these psychological attributes have been found to play important roles in adjustment to one’s disabilities and academic performance (LaBarbera, 2008), this area of study needs attention. In addition to a narrow focus on academic and cognitive attributes, research related to academic success and persistence of students with a disability has concentrated almost exclusively on students with a learning disability (LD; DaDeppo, 2009; LaBarbera, 2008). But, given advances in medical, educational, and environmental technologies and the fact that federal laws mandate improved access to postsecondary education (Newman, 2005; Skinner, 2004) to all, the scope of studies needs to be expanded to include those with other disabilities. The goal of the current study was to compare and contrast psychological attributes of students with different types of disabilities who enter college. Findings might suggest ways to make the academic environment more conducive to learning for students with different types of disabilities.

According to the stereotype content model (SCM), individuals with disabilities are commonly stereotyped as “warm but dumb.” Thereby, disabilities are used as an umbrella term encompassing various types of disabilities. The current study pursues the question of whether different types of disabilities are associated with different patterns of stereotype content. The relevance of this question has increased since the adoption of the Convention on the Rights of Persons with Disabilities: Students with disabilities or special educational needs (SEN) are increasingly included in regular classrooms, where the social category of students with SEN is particularly salient. Thus, teachers’ stereotypes of these students may be activated more easily and may affect their (teaching) behavior. In the main study, involving N = 57 teachers, we investigated teachers’ stereotypes of students with different types of SEN using the SCM approach. Students with social-emotional disabilities were rated as colder than students with other types of SEN. Students with intellectual disabilities were rated as comparatively incompetent. This pattern of results perfectly matched the results of a pre-study investigating N = 259 German citizens’ stereotypes of people with different types of disabilities. Findings suggest the importance of considering differentiated stereotypes of people with different disabilities or SEN. Moreover, teachers’ stereotypes of students with different SEN appear to be comparable to those regarding disabilities in people outside the school context, implying socially shared stereotypes when differentiating between types of disabilities. We discuss the practical implications of these results in terms of their relevance for school.

An exploratory focus group study of people with different types of disabilities, e.g. mobility, visual and auditory, was carried out to explore how evacuation safety in historical buildings can be improved for people with various disabilities. Accounts of real life experiences on how well evacuation routes in historical buildings are adapted to people with different types of disabilities, as well as suggestions for safety enhancing measures, were collected. Some examples of reported problems were level differences on the way to and in evacuation routes for people with mobility impairments. Other examples were problems with orientation for people with visual disabilities and problems with detecting the evacuation alarm signal for people with auditory disabilities. In general the participants expressed different problems and needs depending on their type of disability. A common view amongst all the participants were that organizational parameters concerning evacuation of people with disabilities have to be improved. One conclusion from the study was that there are shortcomings in the physical environment as well as in the organization of evacuation in historical buildings today. This means that emergency evacuation safety must be properly focused on when improving accessibility in historical buildings. Measures must be taken to address the different needs of people with various types of disabilities as well as to make improvements for all user groups.

A framework to foster accessibility in post-pandemic virtual higher education

PurposeThe purpose of this study is to examine the impact of employees’ different disability types on lodging guests’ perceptions of service quality delivery and stereotyping. The study also explores the influence of consumer characteristics (i.e. gender, education, religiosity, generational identity and relationship to a person with a disability) on service delivery quality perceptions and stereotyping.Design/methodology/approachUsing different types of disabilities, the study uses a controlled experiment, followed by a survey, to evaluate consumers’ perception of service quality delivery of a hotel front office staff member.FindingsThe results suggest that there are no significant differences in the perceptions of service quality delivery and stereotyping for service employees with disabilities with the exception of employees with a visual impairment. The study found that participants, who had a close friend or family member with a disability, expressed less stereotyping than those who did not have a close friend or family member with a disability.Research limitations/implicationsReal service encounters can be used where participants might be more involved in the service process than in a controlled experiment setting.Practical implicationsThe findings provide support to human resource management in strategically placing people with disabilities into front-line positions because they satisfactorily represent the image of the company and guests consider their service professional and reliable.Social implicationsThe study’s findings support that employers should tap into the under-utilized workforce of people with disabilities and avoid pre-existing stereotyping.Originality/valueA major concern of hospitality companies making employment decisions about hiring people with disabilities is guests’ attitude. This is the first study in hospitality that examines service quality delivery of employees with different types of disability serve guests.

INTRODUCCIÓN. El presente estudio tiene como objetivo el análisis de diferentes perfiles de IE en un grupo de estudiantes universitarios con diferentes tipos de y grados de discapacidad. El mismo indica también si existe una relación entre la tipología y el grado de discapacidad en los perfiles de IE. Finalmente, son analizados también las diferencias significativas en cuanto al Bienestar personal, entre los perfiles de IE, previamente identificados. MÉTODO. El método Train Meta-Mood Scale-24 (TMMS-24) y la Escala Psicológica de Bienestar de Ryff (the Psycological Well-Being Scale of Ryff) fueron administrados a 88 estudiantes jóvenes con diferentes tipos de discapacidades producidos a lo largo de la vida. Entre ellas: físicas, intelectuales, visuales y auditivas. La edad de los participantes del estudio es entre 18 y 33 años. (M=23,28; DS=7,24). En total, la muestra estaba integrada por 39 mujeres y 49 hombres. RESULTADOS. Los resultados obtenidos y basados en los tipos de discapacidad muestran diferencias estadísticamente significativas en cuanto a la resistencia o flexibilidad de los participantes. Al mismo tiempo, el análisis de los grupos permitió identificar tres diferentes tipos de perfiles de IE: el grupo de estudiantes con puntuaciones altas en los tres tipos de habilidades de IE; el grupo en el que claramente predominaban unas puntuaciones altas en la habilidad de claridad y reparación pero que puntuaba bajo en las de atención emocional; finalmente, el grupo de jóvenes con puntuaciones bajas en las tres (todas) tipos de habilidades. Por otra parte, los resultados también mostraron diferencias estadísticamente significativas en los perfiles de IE, en relación con el tipo y nivel de discapacidad. Finalmente, los resultados revelaron también diferencias estadísticamente significativas en cuanto al dominio del bienestar entre los perfiles. Los estudiantes del grupo con puntuaciones altas en la categoría de claridad y reparación emocional obtuvieron también unas puntuaciones altas en los distintos perfiles de bienestar. DISCUSIÓN. Los resultados obtenidos señalan la importancia de los programas diseñados, ya que los mismos ayudan a para el desarrollo de las habilidades claramente apropiadas de reparación emocional, habilidades que conforman la IE, desde ese modelo se promueve el desarrollo de un nivel más alto de bienestar subjetivo entre los estudiantes universitarios discapacitados.

The purpose of this article is to discuss accessibility and ableism in Higher Education from the academic trajectory of a psychologist with physical disabilities/a wheelchair user. To this end, concepts such as disability, inclusion, accessibility and ableism are discussed. For the production of data, a semi-structured interview was carried out with a wheelchair user, who was invited to speak, among other aspects, about his inclusion in Higher Education in a Psychology undergraduate course. In addition to this interview, the data was complemented by informal conversations to resolve any questions about what had been discussed during the interview. Data analysis followed the principles of Textual Discourse Analysis, with the steps of unitarization, categorization and construction of a metatext. Among the results, the following stand out: ableist manifestations in different situations that influenced the participant’s professional training; aspects related to (in)accessibility to services offered by the university; and a lack of knowledge about the characteristics of academics with disabilities as a disadvantage to their inclusion. As possibilities for advances in improving the quality of inclusion in Higher Education, there should be more dialogue with persons with disabilities, including organizing discussion groups within the university environment as one step towards reducing barriers against inclusion.