Different Types Of Disabilities Research Articles

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

IntroductionDifferent diseases and disabilities have varying levels of prestige in the society. Is this variance also visible in the legal documents about universal design in the transport sector? MethodsBased on a document analysis of 42 legal documents and guidelines in Norway, we have examined (1) how the laws define universal design and (2) what groups they include when talking about disabilities. Both a qualitative and a quantitative analyses are conducted to answer the research question: do the legal documents discriminate between different types of disabilities – and if this is the case, is this due to difference in prestige or visibility? ResultsFindings suggest that there is a biased focus on physical environment in the definitions of universal design and that visible disabilities, especially mobility impairments and visual impairments, are prioritized over other types of disabilities. ConclusionDisease prestige does not seem to explain the difference in terms of inclusion in legal documents to the extent that visibility does.

Perceptions and Bias of Small Business Leaders in Employing People with Different Types of Disabilities.

Despite existing employment-related legislation and governmental programs, people with disabilities continue to face significant barriers to competitive employment. These obstacles are partially due to biases among employers regarding the contributions of people with disabilities and perceptions about accommodation costs, which can affect their hiring decisions. Existing research on employment barriers and facilitators often treats people with disabilities homogenously and focuses mainly on large companies. This study helps to fill these gaps by exploring the motivations and challenges small employers face when hiring people with disabilities and how their attitudes and willingness to hire vary based on disability type. We surveyed business owners and decision-makers at companies with fewer than 100 employees resulting in a sample of 393 company respondents. Through descriptive analyses, we examined variations in respondents' willingness to hire and the prevailing attitudes among the company leaders sampled. We explored how employer attitudes can either hinder or support the hiring of people with disabilities. We conducted multivariate analysis to explore the connections among attitudinal barriers, facilitators, and willingness to hire individuals with various disabilities, reflecting disability's heterogeneous nature. Our findings reveal that, in terms of hiring people with disabilities, the most important concerns among employers are: inability to discipline, being unfamiliar with how to hire and accommodate, and uncertainty over accommodation costs. These concerns do not differ between employers covered by the Americans with Disabilities Act (ADA)and non-covered employers. However, ADA-coverage may make a difference as ADA-covered employers are more likely to say they would hire an applicant with a disability. We find that for small companies (less than 15 employees), the positive effect of the facilitators (positive perceptions about workers with disabilities) almost completely offsets the negative effect of the barriers. However, for the larger companies, the marginal effect for an additional barrier is significantly more predictive than for an additional facilitator. Among the disabilities we examined, employers are least likely to hire someone with blindness, followed by mental health disabilities, intellectual disabilities, deafness, and physical disabilities, underscoring that employers do not view all types of disabilities as equally desirable at work. Understanding small employers' underlying concerns and effectively addressing those factors is crucial for developing effective intervention strategies to encourage small employers to hire and retain people with different disabilities. Our results suggest greater openness among ADA-covered employers to hiring people with disabilities, but the perceived barriers indicate a need for ongoing information on effective intervention strategies to increase disability hiring among all small employers.

Understanding mobile learning acceptance among university students with special needs: An exploration through the lens of self‐determination theory

AbstractBackgroundDespite the significant emphasis on self‐determination in special education and the crucial role of mobile learning, there is a notable absence of path modelling studies that explore the effect of self‐determination on the usage of mobile learning by students with special needs.ObjectivesThis study sought to investigate the intentions of mobile learning usage among students with special needs by proposing a model rooted in the technology acceptance model, complemented by extraneous constructs from self‐determination theory (competence, autonomy and relatedness).MethodsThe data of the study was obtained online from 1298 special needs university students with eight different types of disabilities. Data were analysed with descriptive statistics, confirmatory factor analysis, structural equation modelling and bootstrapping.Results and ConclusionsThe proposed model explained 78.4% of ease of use, 85.2% of usefulness, and 76.5% of intention. 11 of the 12 hypotheses tested within the scope of the model were supported. All hypotheses examining the impacts of self‐determination theory constructs on ease of use, usefulness, and intention were validated (8 hypotheses), with the exception of the autonomy → intention relationship. Substantial empirical evidence has been acquired to support the role of the self‐determination theory in exploring the intention toward mobile learning among university students with special needs. Concurrently, a robust theoretical framework has been introduced to the field of special education to elucidate the acceptance and utilization of technology by university students with special needs.

Self-Reported Disability Type and Risk of Alcohol-Induced Death – A Longitudinal Study Using Nationally Representative Data

Background Disability is associated with alcohol misuse and drug overdose death, however, its association with alcohol-induced death remains understudied. Objective To quantify the risk of alcohol-induced death among adults with different types of disabilities in a nationally representative longitudinal sample of US adults. Methods Persons with disabilities were identified among participants ages 18 or older in the Mortality Disparities in American Communities (MDAC) study (n = 3,324,000). Baseline data were collected in 2008 and mortality outcomes were ascertained through 2019 using the National Death Index. Adjusted hazard ratios (aHRs) and 95% confidence intervals (CIs) were estimated for the association between disability type and alcohol-induced death, controlling for demographic and socioeconomic covariates. Results During a maximum of 12 years of follow-up, 4000 alcohol-induced deaths occurred in the study population. In descending order, the following disability types displayed the greatest risk of alcohol-induced death (compared to adults without disability): complex activity limitation (aHR = 1.7; 95% CI = 1.3–2.3), vision limitation (aHR = 1.6; 95% CI = 1.2–2.0), mobility limitation (aHR = 1.4; 95% CI = 1.3–1.7), ≥2 limitations (aHR = 1.4; 95% CI = 1.3–1.6), cognitive limitation (aHR = 1.2; 95% CI = 1.0–1.4), and hearing limitation (aHR = 1.0; 95% CI = 0.9–1.3). Conclusions The risk of alcohol-induced death varies considerably by disability type. Efforts to prevent alcohol-induced deaths should be tailored to meet the needs of the highest-risk groups, including adults with complex activity (i.e., activities of daily living – “ALDs”), vision, mobility, and ≥2 limitations. Early diagnosis and treatment of alcohol use disorder within these populations, and improved access to educational and occupational opportunities, should be considered as prevention strategies for alcohol-induced deaths.

Quantifying active travel among people with disabilities in the US

BackgroundPeople with disabilities have higher rates of physical inactivity than people without. Active travel (e.g., walking/wheeling to nearby destinations or transit) is a recommended approach to increasing total physical activity (PA) but limited research has examined active travel among people with disabilities. ObjectiveTo describe active travel among a nationally representative sample of people with disabilities, analyze variation between sub-groups, and examine factors associated with active travel. MethodsUsing the 2017 National Household Travel Survey, our cross-sectional analysis summarized counts and duration of walking/wheeling trips for people with four different types of disabilities. We examined which factors were associated with doing any active travel and the duration of active travel, using zero inflated negative binomial regression models. ResultsOur analysis identified that 14.55% of people with disabilities took a mean of 2.56 (95%CI = 2.42–2.69) walking/wheeling trips per day. Compared to non-active travelers, a higher proportion of active travelers were low-income, lived alone, had no-vehicle, and were Black or Hispanic. For active travelers, daily walking minutes, on average, were 46.41 (95%CI = 40.25–52.57) among people who used ambulatory devices, 41.55 (95%CI = 24.61–58.49) among people who were blind/low-vision, 39.93 (95%CI = 35.41–44.45) among people who used no device, and 29.58 (95%CI = 23.53–35.64) among people who used chair devices. Our analysis identified individual, household, and community factors associated with the likelihood and duration of walking/wheeling for travel and variation across disability types. ConclusionsUnderstanding the multiple identities of active travelers with disabilities can inform walking/wheeling intervention strategies. Infrastructure improvements that support less reliance on automobiles could increase active travel among people with disabilities.

Cognitive Testing and Piloting of the Bangla Version of the Washington Group Short Set Questionnaire on Functioning Among Adolescent Girls and Women With Disabilities in Selected Sub-districts of Bangladesh.

Introduction This study focuses on the cognitive testing and piloting of the Bangla version of the Washington Group Short Set Questionnaire on Functioningamong adolescent girls and women with disabilities in selected sub-districts of Bangladesh. The Washington Group on Disability Statistics developed the questionnaire as a tool to assess the functioning and disability status of individuals. The adaptation of this questionnaire to Bangla is crucial for capturing accurate data on the experiences of adolescent girls and women with disabilities in Bangladesh. Materials and methods The research employs a two-phase approach, starting with cognitive testing to ensure the linguistic and cultural relevance of the translated questionnaire. This phase involves engaging with a sample of the target population to assess the comprehension, clarity, and appropriateness of the questions. Subsequently, a pilot study was conducted in selected sub-districts to evaluate the feasibility and validity of the Bangla version of the Washington Group Short Set Questionnaire on Functioningin real-world settings. Both of the tests were conducted in March 2023. Results There were different types of participants with different types of disabilities. Information processing, meaning, understanding the questions, thinking, and answering speed or time were different between groups, even though they were different from person to person.The initial assessments indicate strong consistency in responses. Participants demonstrated a favorable response rate, indicating potential effectiveness for broader implementation. Conclusion The current study aims to contribute to disability data collection methodologies, particularly in the context of adolescent girls and women in Bangladesh. The research seeks to empower policymakers, researchers, and advocacy groups with a robust instrument of disability screening. Researchers and clinicians may rely on our accurate and validated Washington Group Short Set Questionnaire on Functioningtranslation into Bangla when working with adolescent girls and women with disabilities.

From recession to pandemic: Displacement among workers with disabilities from 2007 through 2021

BACKGROUND: With at least one-quarter of the U.S. adult population reporting one or more disabilities in 2020, people with disabilities represent a large and diverse group of individuals who often face significant barriers in the labor market, especially job displacement - involuntary job loss due to external factors. OBJECTIVE: We examine how rates of job displacement varied for people with different types of disabilities from 2007–2021, a period that includes the 2008 Great Recession and the COVID-19 pandemic. METHODS: We use data from six waves of Current Population Study Displaced Worker Supplement (CPS DWS, N = 344,729) and a series of logistic regression models to examine differences in displacement by disability status and type. RESULTS: People with disabilities were approximately twice as likely as those without disabilities to experience job displacement, but more during times of economic turmoil. Although displacement disparities by disability status were decreasing from a high of 6.5 percentage points during the Great Recession, the pandemic increased the gap to 5.8 percentage points. CONCLUSION: Involuntary job loss among people with disabilities is exacerbated by exogenous shocks. We extend work on disability and displacement, incorporating the COVID-19 pandemic in our discussion of explanations of both labor market disadvantage and precarity.

Occupation-based intervention for instrumental activities of daily living in people with disabilities: a single-blinded randomised controlled trial

Background/Aims Instrumental activities of daily living are meaningful and purposeful activities that contribute meaning to people's lives and reflect their values and cultures in the community. This study investigated the effects of an occupation-based intervention for instrumental activities of daily living on stress levels, quality of life, and participation in instrumental activities of daily living in people with disabilities. Methods A total of 18 people with different types of disabilities (intervention group n=9, control group n=9) were recruited. The occupation-based intervention took place in 45-minute sessions, with a total of 16 sessions held twice a week for 8 weeks. The measurement tools used were the Lawton–Brody Instrumental Activities of Daily Living Scale and the Waisman Activities of Daily Living Scale to evaluate activities of daily living, the Mini-Mental State Examination to examine cognitive status, the 36-item Short Form Survey questionnaire to assess quality of life, the Perceived Stress Scale to examine stress level, and the Community Integration Questionnaire to evaluate participation in the community were used. Results After 8 weeks, there were significant improvements in performance and participation in instrumental activities of daily living, stress and quality of life in the intervention group intervention group had significant increases in instrumental activities of daily living (z=−2.6, P=0.008), vitality (z=−0.5, P=0.041), role emotional (z=−2.7, P=0.008), role physical (z=−2.3, P=0.020), general health (z=−3.3, P=0.001) and participation (z=−1.3, P=0.023). There were also significant reductions in stress (z=−2.8, P=0.005) and bodily pain (z=−3.2, P=0.001) scores compared to the control group Conclusions The occupation-based intervention reduced the stress levels of people with a range of disabilities and increased their ability to perform activities of daily living], participation in activities of daily living and improved their quality of life. Implications for practice Occupational therapists could use occupation-based interventions to reduce the stress levels of people with disabilities and increase their performance and participation in activities of daily living and improve their quality of life.

Examining Varying Online Learning Experiences of College Students with Disabilities by Disability Type

ABSTRACT This study explored the varying online learning experiences of college students with disabilities, examining the relationship of disability types with accommodations, perceived usefulness of instructional methods, and online learning self-efficacy. A total of 143 undergraduate students with disabilities participated in the study. A contingency table was used to examine the relationship between the type of disability and accommodations granted. An independent sample t-test was utilized to identify significant differences in the perceived usefulness of instructional methods and online learning self-efficacy across different types of disabilities. The results revealed that students with Attention Deficit Hyperactivity Disorder (ADHD) and learning disabilities commonly sought additional test time and supplemental class notes, while those with psychological disabilities frequently requested attendance accommodations. In terms of instructional methods, students with ADHD and learning disabilities reported difficulties with reading assignments, online discussions, and e-mail communication. Conversely, students with chronic conditions (e.g. cystic fibrosis, Crohn’s Disease, Lyme Disease, etc.) perceived e-mail communication as more effective. Moreover, the study found that students with ADHD and learning disabilities exhibited a lower level of online learning self-efficacy compared to their counterparts with chronic conditions, who showed higher self-efficacy in online learning. The study finding emphasizes the importance of recognizing the unique needs of each disability type and tailoring accommodations and instructional methods accordingly.

The overrepresentation of parents with disabilities in child protection

BackgroundRacial disproportionality and disparity have long plagued the United States child protection system (CPS). Determining whether disproportionality exists for parents with various disability diagnoses, and the points at which it may occur within CPS, is important to the provision of appropriate assessment and service delivery to children and families. ObjectiveThis study describes the characteristics of parents with different types of disabilities and estimates their representation at various CPS decision-making points. Participants and settingThe sample consists of a longitudinal, population-level cohort of individuals aged 15–21 identified from statewide educational records, whose disability status could be determined. Statewide CPS records were integrated to determine subsequent CPS involvement (as alleged offenders/parents involved in a child maltreatment investigation, and/or as parents of children placed in out-of-home care [OHC], and/or as parents whose parental rights were terminated [TPR]), or lack thereof. MethodsDescriptive statistics, chi-square analysis, disparity indices with decision-point enumeration, and logistic regression analyses were used to answer study questions. ResultsFindings reveal consistent and significant overrepresentation of parents with disabilities at CPS investigation as compared to parents without disabilities. Additionally there is a fairly similar trend across disability diagnoses in the reduction of overrepresentation at OHC, followed by a diagnosis-specific change in representation as parents with disability move into a situation of TPR, with some parents with disabilities being over-represented and others not. ConclusionAttention to practice, policy, and research are necessary to provide fair and equitable services to parents with disabilities and their children in CPS.

Preconception health risks by presence and type of disability among U.S. women

BackgroundPoor preconception health may contribute to adverse perinatal outcomes among women with disabilities. While prior research has found higher prevalence of preconception health risks among women with versus without disabilities, existing U.S. studies have not assessed how preconception health risks may differ by disability type. Understanding such differences is relevant for informing and targeting efforts to improve health opportunities and optimize pregnancy outcomes. ObjectiveThis cross-sectional study examined preconception health in relation to disability type among reproductive-age women in the United States. MethodsWe analyzed 2016–2019 data from the Behavioral Risk Factor Surveillance System to estimate the prevalence of 19 preconception health risk among non-pregnant women 18–44 years of age. We used modified Poisson regression to compare women with different types of disability to non-disabled women. Disability categories included: 1) hearing difficulty only; 2) vision difficulty only; 3) physical/mobility difficulty only; 4) cognitive difficulty only; 5) multiple or complex disabilities (including limitations in self-care or independent living activities). Multivariable analyses adjusted for other sociodemographic characteristics such as age and marital status. ResultsWomen with each disability type experienced a higher prevalence of indicators associated with poor preconception health compared to women with no disabilities. The number and extent of health risks varied substantially by disability type. Women with cognitive disabilities and women with multiple or complex disabilities experienced the greatest risk. ConclusionsAddressing the specific preconception health risks experienced by women with different types of disabilities may help reduce adverse perinatal outcomes for disabled women and their infants.

Evaluating accessibility to underground transport systems: analysis of the Santiago - Chile metro

Considering that a significant part of the world's population lives with some disability and life expectancy is increasing, accessible transportation would allow people to improve their quality of life and access more socioeconomic opportunities. Based on a mixed descriptive design (qualitative, ethnographic, and quantitative), this article presents a tool for evaluating the level of accessibility to subway trains for people with visual, physical, cognitive, and hearing disabilities. Data from 30 Metro stations in Santiago de Chile were analyzed, studying movements into the station, permanence in the payment area, and movements toward platforms and connecting lines. Among the indicators evaluated, those related to getting to the platform have the lowest levels of accessibility, as they do not meet all the needs of the different types of disabilities analyzed.

Maximizing disability diversity, language diversity, and productivity: A study in apparel manufacturing

AbstractThe United Nations Sustainable Development Goals have recently emphasized the importance of diversity inclusion. Motivated by this goal, we examine the impact of employing individuals with disabilities in apparel manufacturing cells on overall team productivity (PD). We formulate a series of deterministic and stochastic PD maximization assignment problems to study the impact of disability inclusion on a production line. We extend the baseline PD maximization formulation to study a multi‐objective problem that simultaneously maximizes PD, disability diversity (DD), and language diversity (LD). Each analysis is performed across two different garments drawn from a real‐world setting. The models are tested using archival time study data collected in partnership with an apparel manufacturing firm where more than 75% of the billed work hours are from individuals with significant disabilities. The following insights emerge from the analyses. First, the PD of teams that have individuals across multiple, different types of disabilities is higher than the PD of teams with employees who share a single, specific type of disability. Second, teams that employ both individuals with and without disabilities perform slightly better than teams that consist of only individuals with disabilities. In some instances, contrary to intuition, teams of only individuals with disabilities even have higher PD than teams of only individuals with no disabilities. Finally, our results from the multi‐objective problem that simultaneously maximizes PD, DD, and LD suggest that PD is not generally sensitive to increases in DD. However, PD is sensitive at extreme levels of DD and LD. Limitations and possible future extensions of the study are discussed.

An insight into the attitudes held by four- to six-year-olds toward people with disabilities: ideas, feelings, and behaviors.

Everyone is unique and has their own characteristics, interests, and needs. Consequently, schools must be able to cater to this diversity through an inclusive approach that begins in early childhood education. To this end, the necessary support must be implemented, and the wider educational community — particularly classmates — must adopt positive attitudes toward people with disabilities. Therefore, the present study aimed to determine the attitudes of early childhood education students toward people with disabilities and the variables that influence these attitudes. For this purpose, a sample of 261 participants completed a questionnaire with the help of an adult. Our findings revealed that the children generally have positive attitudes towards different types of disability. Furthermore, it was found that the type of disability, along with the variables of age, gender, and knowledge, impacted certain dimensions of these attitudes.

“Why Not?” Creating Sustainable Cross-Disability Communities

This paper shares insights from founding and running a large international cross-disciplinary, cross-disability virtual conference (Including Disability Global Summit) and accompanying online journal (Including Disability) that has built a global network of disabled people, advocates, educators, scholars, government officials, family members, and other allies and accomplices. Founding members share challenges, lessons learned, best practices, and technological solutions that could support virtual event planning and facilitation across different types of disabilities, languages, and locations, as well as detailing issues such as advertising, registration, real-time participation, and software selection for events with many disabled participants. This paper also reflects on the role of collaborative mentorship and the necessity of volunteers to help bring the original vision to life. Ultimately, the paper meditates on the possibility of embracing the opportunity when confronted by the need. 

Art gamification (and digital/media arts) for special school: New thinking shifts for inclusive metaverse’s engineering

<p>The paper briefly describes the incorporation of several complementary subjects of art, technology, digital, and media to support the implementation of educational accessibility. The general goal is to promote the accessible metaverse for special schools related to the participation of students with different types of disability, assuming the motivation of digital/media arts activities in various interactive tools. This methodology was carried out in a documentary review to investigate the different elements of the virtual world through a metaverse analysis and new interactive tools such as school gamification. The key steps include investigating accessibility needs, creating interactive media, providing training, implementing virtual reality, and promoting social interaction; however, there are ten pillars to highlight the potential of metaverse engineering for inclusive learning in special schools, fostering creativity and collaboration while ensuring accessibility. In conclusion, metaverse educational accessibility in special schools for digital/media arts enables progress and learning through interactive tools, promoting social interaction and inclusion.</p>

Art gamification (and digital/media arts) for special school: New thinking shifts for inclusive metaverse’s engineering

<p>The paper briefly describes the incorporation of several complementary subjects of art, technology, digital, and media to support the implementation of educational accessibility. The general goal is to promote the accessible metaverse for special schools related to the participation of students with different types of disability, assuming the motivation of digital/media arts activities in various interactive tools. This methodology was carried out in a documentary review to investigate the different elements of the virtual world through a metaverse analysis and new interactive tools such as school gamification. The key steps include investigating accessibility needs, creating interactive media, providing training, implementing virtual reality, and promoting social interaction; however, there are ten pillars to highlight the potential of metaverse engineering for inclusive learning in special schools, fostering creativity and collaboration while ensuring accessibility. In conclusion, metaverse educational accessibility in special schools for digital/media arts enables progress and learning through interactive tools, promoting social interaction and inclusion.</p>

Inclusion of children with disabilities and special educational needs in physical education: an exploratory study of factors associated with Irish teachers’ attitudes, self-efficacy, and school context

ABSTRACT Since the publication of the Education for People with Special Educational Needs Act in 2004, inclusion in Ireland has become a priority for the educational system. Despite the promotion of physical education (PE) as a key setting for facilitating inclusion in schools, research has shown that the children with special educational needs and disabilities are still excluded from PE. Research evidence shows that teachers’ attitudes and self-efficacy and the broader school context within which teachers work are among the most important factors facilitating inclusion in PE. Therefore, the aim of this study was to explore teachers’ attitudes towards inclusion, self-efficacy in delivering inclusive pedagogies, and perceptions about whether inclusion was supported within the schools. A cross-sectional design was used, and a questionnaire was sent to Irish PE teachers. Results of this study showed that teachers’ attitudes were positively correlated to the number of different types of disabilities in PE class. It was found that secondary school teachers had higher self-efficacy levels than their primary school colleagues. Findings from this study revealed that teachers who had frequent personal contact with SEND people showed more positive perceptions about the extent to which inclusion was supported in the school within which they worked.

Evacuation dynamics of heterogeneous crowds involving individuals with different types of disabilities

In this paper, the movement experiment of mixed disabled group including visual disabilities, hearing disabilities, physical disabilities, mental disabilities, intellectual disabilities and people without disabilities is conducted to analyze the movement characteristics in the corridor. The results show that mental and intellectual disabilities have a higher global velocity than the rest of the crowds. The density range of the mixed disabled group (0.48–2.25 m−2) is narrower than that of the elderly group (0.27–2.64 m−2) in the analysis of fundamental diagram. In the same density range, the differences in velocity and specific flow between two groups are 0.00 ± 0.09 m/s and 0.04 ± 0.11 (m∙s)-1, respectively; the specific flow of the mixed disabled group is increases by (3.84 ± 10.67) % compared to the elderly group. Further analysis shows that evacuation time of the mixed disabled group is inversely proportional to the exit width, the same relationship as for the elderly group, with the curve below that of the elderly group; the flow of the mixed disabled group is greater than that of the elderly group. The spatial distribution of nearest neighbor for the mixed disabled group presents an elliptical shape; with increasing density, the shape of the spatial distribution tends to be circular. For wheelchair users and other crowds, the area of the nearest neighbor spatial distribution decreases as the exit width decreases. However, the area of wheelchair users is larger than that of other crowds. The findings of this study are hoped to be a guide for pedestrian safety management and engineering egress design.

Residential Interior Design for People with Special Needs in Thailand Based on Physical Abilities: Age, Gender, and Living Environment Considerations

Residential interior design for people with special needs necessitates more specific research, especially with respect to physical abilities. Previous studies, as opposed to general people, have overlooked the nuanced requirements generated by age, gender, and living environment differences. This study aims to examine physical abilities across different ages, genders, and residencies and identify relationships between in-home mobility and physical abilities among people with special needs. A total of 384 participants (eight different types of disabilities) completed electronic questionnaires. Among young, adult, and older groups, physical abilities and self-support showed statistical differences. Males demonstrated higher physical ability levels but decreased hand–arm movements than females. Greater physical abilities and subjective health were found in urban residents compared to non-urban residents. Additionally, in-home mobility was positively associated with out-of-home mobility, physical abilities, independence, and subjective health (all p values < 0.05). Thus, physical abilities revealed disparities across ages, genders, and resident settings. Also, the greater the mobility inside the house, the more possibilities there are to enhance physical abilities both inside and outside the house, independence, and subjective health. Design recommendations are provided regarding layout, furniture, flooring, and lighting. The consideration of these specific requirements in residential interior design is encouraged.