Disability Inclusion Research Articles

Bagwere Cultural Interpretation of Physical-Disability Before and During Disability Inclusion

This study investigates how the Bagwere people, an ethnic group in eastern Uganda, interpret physical disabilities in their culture, both before and after the introduction of disability inclusion policies and practices. The study uses a qualitative research method to collect data from 30 participants, half of whom have physical disabilities and half of whom do not. The article analyzes the data using thematic analysis and reveals that the Bagwere culture has negative attitudes and beliefs towards physical disabilities, which affect the social inclusion and well-being of persons with physical disabilities. The article also examines the impact of the legal framework and the historical context of disability inclusion in Uganda and globally on the Bagwere culture. The article concludes with some recommendations for improving the cultural and social inclusion of persons with physical disabilities in Uganda. Penelitian ini menginvestigasi bagaimana masyarakat Bagwere, sebuah kelompok etnis di Uganda bagian timur, menafsirkan disabilitas fisik dalam budaya mereka, baik sebelum dan sesudah diperkenalkannya kebijakan dan praktik inklusi disabilitas. Penelitian ini menggunakan metode penelitian kualitatif untuk mengumpulkan data dari 30 partisipan, separuhnya memiliki disabilitas fisik dan separuhnya lagi tidak. Data yang dikumpulkan dianalisis secara tematik dan mengungkapkan bahwa budaya Bagwere memiliki sikap dan keyakinan negatif terhadap disabilitas fisik, yang berdampak pada inklusi sosial dan kesejahteraan penyandang disabilitas fisik. Artikel ini juga mengkaji dampak kerangka hukum dan konteks historis inklusi disabilitas di Uganda dan secara global terhadap budaya Bagwere. Beberapa rekomendasi diusulkan untuk meningkatkan inklusi budaya dan sosial bagi penyandang disabilitas fisik di Uganda.

Unlocking policy synergies, challenges and contradictions influencing implementation of the Comprehensive Sexuality Education Framework in Zambia: a policy analysis

BackgroundComprehensive sexuality education (CSE) has recently become salient, but adolescent sexual reproductive health and rights (ASRHR) challenges are still a global health problem. Studying policies which have implications for CSE implementation is a crucial but neglected issue, especially in low and middle-income countries (LMICs) like Zambia. We analyzed policy synergies, challenges and contradictions influencing implementation of CSE framework in Zambia.MethodsWe conducted a document review and qualitative interviews with key stakeholders from Non-Governmental Organizations, as well as health and education ministries at the National and all (10) provincial headquarters. Our methods allowed us to capture valuable insights into the synergies, challenges and contradictions that exist in promoting CSE framework in Zambia.ResultsThe study highlighted the synergies between policies that create opportunities for implementation of CSE through the policy window for adoption of sexual reproductive health and rights (SRHR) that opened around the 1990s in Zambia, promotion of inclusive development via education, adoption of an integrated approach in dealing with SRHR problems, and criminalization of gender-based violence (GBV). This analysis also identified the policy challenges and contradictions including restricted delivery of education on contraception in schools; defining childhood: dual legal controversies and implications for children, grey zones on the minimum age to access SRHR services; inadequate disability inclusiveness in SRHR legal frameworks; policy silences/contentious topics: LGBTQI + rights, abortion, and grey zones on the minimum age to access SRHR services.ConclusionWhile many policies support the implementation of CSE in schools, the existence of policy silences and challenges are among the barriers affecting CSE implementation. Thus, policy reformulation is required to address policy silences and challenges to enhance effective promotion and integration of the CSE framework.

Mundane powered wheelchair journeys and embodied rural disability geographies of (not) belonging

This article addresses the gap in the literature on disabled people's experiences of everyday journeys by powered wheelchairs in rural contexts. As a contribution to a rural disability geography, this paper embraces the feminist notion of ‘embodied belongings’ to interpret the relationships between ideas, things, mobility, and advocacy. The paper draws on qualitative data collected through mobility life narratives from 15 disabled people who roll powered mobility devices in rural New South Wales. In a context where each rural municipal authority requires a disability inclusion plan, we argue that everyday powered wheelchair journeys produced contradictory feelings around belonging. We argue that feelings of belonging produced by powered wheelchair journeys in rural contexts are often predicated on notions of disability shame that reinforce normative identities and ideologies aligned with conventional discourses of independence that privilege solitary encounters. At the same time, most participants actively chose to become disability advocates from fleeting feelings of not belonging produced by powered wheelchair journeys that included disability parking, accessible footpaths, Wheelchair Accessible Taxis as well as accommodations and modifications around steps.

Utilization of family planning and associated factors among women with disabilitiesin ethiopia: A systematic review and meta-analysis.

Persons with disabilities have a right to make their own choices about their bodies, health, and lives, especially regarding their sexual and reproductive health. But they may experience more challenges than women without disabilities in having their reproductive health needs met. So there is an urgent need to scale up disability inclusion in all levels of the health system including family planning. Therefore, the objective of this study was to estimate the pooled prevalence of Family Planning Utilization and Associated Factors among Women with Disabilities in Ethiopia. Studies were gathered from Pub Med/MEDLINE (681), Google Scholar (426), African Journal of Online (AJOL) (36), CINAHL (211), HINARI (191), Scopus (86), Science Direct (62), Excerpta Medica database (EMBA, SE) (113), DOAJ (38), Web of Science (26), Google (271), and other organization's websites (2) using a combination of search terms and Boolean operators. The modified Newcastle Ottawa Scale (NOS) for cross-sectional research was used by three authors to independently assess the quality of each study. For statistical analysis, STATATM Version 11 software was employed. For the meta-analysis, the random-effects (Der Simonian and Laird) technique was applied. The heterogeneity test was performed using I-squared (I2) statistics. A one-out sensitivity analysis was performed. A total of 7 articles with 2787 participants were included in this systematic review and meta-analysis. The pooled prevalence of family planning utilization among Women with Disabilities was 29.6% (95% CI: 22.3, 36.8); I2 = 94.6%). Women who were in marital union (p<0.001) and who had a discussion with their husbands (p = 0.007) were factors significantly associated with the utilization of family planning among women with disabilities. The finding of this study showed that utilization of family planning among women with disability is relatively lower than the Ethiopian Demographic Health Survey 2019. Therefore, the discussions with the partner and their engagement in decisions to use family planning are critical to increase its use.

How are students learning to care for people with disabilities?: exploring the curriculum design of a sample of disability electives offered by US health professions schools

Purpose There is an increased demand among health professions students for disability-focused training. We aimed to characterize the development and structure of a sample of disability electives offered at health professions schools in the United States. Materials and Methods A survey was developed to capture data on the curriculum design of disability electives offered at health professions schools across the United States. The primary outcome measures were elective development, elective structure, learner and instructor demographics, disability inclusion, and evaluation methodologies. A cross-sectional survey study was conducted, during which the survey was distributed to relevant professional societies focused on disability advocacy within healthcare. Results Data were collected on fifteen disability electives. Most electives were developed within the past four years, and many electives were initiated by students. The structure, duration, and evaluation methodology of electives were highly variable. Most electives took the form of a longer didactic-based course or a shorter clinical experience. All electives involved people with disabilities in some capacity. Conclusions Disability electives fill an important gap in disability education at some health professions schools. Elective directors should have an increased focus on assessing student learning and ensuring that people with disabilities are involved in elective design and instruction.

Disability inclusion in the workplace: Special issue introduction.

Disability inclusion in the workplace: Special issue introduction.

Disability Studies and Inclusive Design: Advancing Accessible Environments, Technologies, and Societal Attitudes

This research delves into the intersection of Disability Studies and Inclusive Design within Indonesia, focusing on advancing accessible environments, technologies, and community attitudes. Through a mixed-methods approach comprising qualitative interviews and quantitative surveys, the study unveils insights into the prevailing state of disability inclusion. The findings illuminate disparities in accessible environments across urban and rural regions, showcase varying levels of technology integration, and provide a nuanced understanding of community attitudes. The research underscores the imperative of policy interventions, awareness campaigns, and collaborative efforts to foster an inclusive Indonesian society.

Intersectional Praxis and Disability in Higher Education

This article explores whether intersectional praxis can be discerned in the provision of disability/accessibility resources in higher education in Sweden and the United States. Analysing interviews with administrative staff based on hypothetical scenarios (vignettes) that could qualify as situations of disability discrimination, this article identifies several situations of (missed) opportunities for intersectional praxis. It then proceeds with a discussion of participants’ conceptions of disability and organisational possibilities for collaborations with other offices at their university or college. Although opportunities for intersectional praxis are generally absent or missed in both countries, the article argues that American participants were closer to such critical praxis because they tended to consider disability in terms of barriers and as a structural issue, and advocated for the recognition of disability as diversity. By contrast, the Swedish participants seemed further away from an intersectional praxis because they tended to view disability as a difficulty that requires individualised support measures and as a situational issue regarding the learning environment. The article proposes that these differences are connected to differences regarding disability and anti‐discrimination politics in both countries. In the US, disability politics have been characterised by a civil rights and social justice approach, while in Sweden disability politics have been conceived in terms of welfare services and a relational approach to disability. This article concludes that the conception of intersectionality as a critical praxis offers an original lens to gain new insights into how disability inclusion is promoted in different contexts.

Perception of different stakeholders and Practice of Disabilityinclusive education at secondary schools in Bangladesh

The paper is focused on the status of disability-inclusive education from policies to practices at the secondary level of education in Bangladesh. The paper explored the classroom teaching[1]learning practice and available resources in secondary schools in this regard. It also attempted to explore the perception of different stakeholders towards disability-inclusive education. 10 secondary schools were selected from Dhaka and Rajshahi divisions following a convenient sampling technique. Data were gathered from teachers, students, and parents of that level and disability-inclusive education experts using the Interview and FGD method. Data were processed and analyzed using Barun and Clarke’s (2006) six-step thematic analysis technique. The results have shown that participation of students with disabilities in secondary schools is nominal and the dropout rate is higher. Though teachers and parents expressed a sympathetic view toward disability, special schooling is the better option for students with a disability according to their opinion. Thus, they lack a positive attitude toward disability inclusion. Moreover, school infrastructure and teaching-learning are not very convenient. Therefore, the study recommends that training facilities, available resources, and the existing infrastructure be redesigned and enhanced; curriculum modification and adaptation in the assessment system should be introduced to successfully implement disability-inclusive education. Vol. 48 (University of Dhaka Centennial Special Issue), June 2022 p.167-184

Answering Skepticism Over Disability Inclusion: A Meta-Analysis Comparing Workplace Outcomes

Answering Skepticism Over Disability Inclusion: A Meta-Analysis Comparing Workplace Outcomes

Influence of Disability-Inclusive Advertising on Behavioral Intention - An Intergenerational Analysis

In recent years, although inclusive advertising has emerged as a vital focus for global brands, the representation of individuals with disabilities has predominantly been viewed through an ableist lens. The main purpose of this study is to examine the influence of disability-inclusive advertising on the behavioural intentions of Generations X and Z in relation to social inclusion. Based on the theory of planned behavior (TPB), we investigated intergenerational attitudes, subjective norms, perceived behavioral control, self-schemas, anticipated regret felt (moderators), and behavioral intention towards a disability-inclusive advertisement as the stimulus using a sample of 270 respondents recruited using stratified convenience sampling. While the study revealed impartiality of attitudes and subjective norms regarding disability inclusion, perceived behavioral control was affirmative and notably more robust in Generation X as compared to Generation Z. The analysis reveals positive behavioural intentions to promote social inclusion for individuals with disabilities. This study provides important contributions to marketing and sociology by highlighting the crucial role of inclusive advertising in fostering favorable behavioral intentions among targeted audiences. This unique study, represents initial investigation into inclusive advertising within the Indian context, with a specific emphasis on its capacity to foster a favourable socio-psychological change within two prominent societal groups.

Making it Work: Closing the Inclusion Gap for Persons with Disabilities in Humanitarian Crises

Abstract Disability inclusion has been firmly established as a human rights issue in humanitarian action. Numerous stakeholders have entered into commitments and designed policies to make their services inclusive and accessible for persons with disabilities. In practice, however, persons with disabilities are still excluded from participating in humanitarian action and cannot access the services they need. Drawing on evidence from the Rohingya refugee response in Cox’s Bazar, Bangladesh and the civil war in South Sudan, this policy and practice note shows that humanitarians often lack the knowledge and confidence to make their services inclusive for persons with different types of impairments. To anchor disability inclusion in all programmes and operations, it should be treated as a strategic issue. It requires sustainable and reliable funding, capacity development at the individual, organizational and strategic level of the humanitarian response, better coordination, robust and reliable data collection based on quantitative and qualitative assessments, and meaningful participation with organizations of persons with disabilities that represent the diversity of persons with disabilities.

Legibility: knowing disability in medical education inclusion

How medical students, their teachers, and school administrators understand disability appears connected to ongoing, unequal access to medical education for disabled people. The stigmatization of disability within medical education affects students’ disability disclosures, yet few studies have explored how understandings of disability influence inclusion practices beyond individual student actions. This paper develops the concept of legibility, derived from a constructivist grounded theory study that examined disability inclusion at four U.S. medical schools through interviews with 19 disabled students and 27 school officials (faculty and administrators). With two dimensions (recognition and assessment of possibility), legibility demonstrates that knowing disability is relational, contextual, and equivocal. Drawing from the field of disability studies, the paper argues that the current paradigm of disability inclusion demands that students’ disability experiences be highly legible to themselves and others, yet increased legibility comes with potential risk due to prevalent ableism. While individual interactions can shift understandings of disability towards greater inclusivity, systemic action that embeds liberating discourses of disability into medical education is needed.

Practicing Disability Inclusion in Health Agencies.

Practicing Disability Inclusion in Health Agencies.

A Gestalt and Semiotic Analysis of Brand Communication on Disability Inclusion: The Case of Malaysia and The US

The Sustainable Development Goals (SDGs) underscore the United Nations’ effort in advocating disability inclusion in education and the infrastructure of member countries. Brands can also play their role by promoting disability inclusion through their brand messages. Brand messages are powerful as they advocate causes and ideals that include disability inclusion through repetitive and omnipresent messages whose ultimate goal is to influence the target audience’s behaviour. This multiple case study compared brand communication from ten brands each originating from Malaysia and the United States using Saussure's model of semiotics. It was found that Common Fate is the fundamental gestalt principle in most brands’ communication on disability inclusion of both countries and that positive nomenclature was used as the signifier that underlined the organisations' positive perception of disability inclusion. Our moral obligation is to include persons with disabilities (PwDs) in society, and brands can play their role by promoting the universal ideal of disability inclusion. This study was borne out of the intrigue in understanding how images in brand communication have been incorporating disability inclusion. Brand messages are ubiquitous and powerful as they can set the agenda on disability inclusion by giving it appropriate prominence. The proposed multiple case study will examine brand communication from ten brands, each originating from Malaysia and the United States. The criteria used to select the brands will be vital as confirmed by the industry in the case of Malaysian brands and the highly indexed brands deemed by the Disability Equality Index (DEI) for U.S. brands. Saussure's model of semiotic analysis will be used to examine the brand messages in terms of their communication on disability inclusion. The model of semiotics to be adopted is broken into components such as a sign, signifier, and signified, thus providing us with an insight into the sign in the form of websites by brands, the dominant symbols (signifier), and the interpretations of these symbols (signified). It was found that Common Fate was the key gestalt principle found in the communication on disability inclusion by all brands in Malaysia and the US and that positive nomenclature was adopted as signifiers that promoted the organisations’ positive perception of disability inclusion.

Disability Studies, Inclusive Pedagogy, and Universal Design for Learning: A Faculty Pilot Experience

This essay documents the process of a year-long faculty pilot group in a western U.S. state university that applied disability studies scholarship to collaborative implementation of universal design for learning (UDL) and inclusive practices in teaching. In addition to faculty, library instructors, disabled student representatives, diversity and equity administrators, and disability support staff were involved in this group. The goals were to deepen knowledge about disability history, exclusions, and current innovations from disability communities; to increase knowledge and skills in accessible pedagogies, specifically in UDL; and to expand commitment and community among faculty participants in order to scale up efforts in our institution beyond the pilot group. This essay documents the experiences of the learning group, which consist of an overview of the curricular framework, a discussion of qualitative research from focus group interviews with faculty participants, and insights gained from the process, including unexpected collaborations, community building, and innovative ideas for institutional support and transformation.

What Do We Need? Accommodations in the Workplace: People with Lupus Share Their Work Experiences

This article discusses disability inclusion in the workplace. It identifies barriers and makes recommendations to help meet employment needs of people with disabilities, utilizing lupus as an example. A convergent mixed method design study examined the workplace experiences and needs of individuals with lupus. Availability sampling yielded 1,776 participants from across the United States. The results revealed 69% of the respondents reported lupus symptoms had a negative impact on their employment and 48% of the participants reported needing help or accommodations in the workplace. An inductive thematic content analysis with an inter-coder agreement ranging from 71% to 73%, yielded 4 themes encompassing issues related to productivity, interpersonal relationship in the workplace, and adjustments in work responsibilities and work environment, respectively. The results suggest that training programs about the American with Disability Act may have a positive impact on organizational functioning. Employers have a responsibility to maintain a flexible work environment whenever possible to address variability in employees’ needs. Employers and employees should engage in ongoing discussions that seek to identify the accommodations that will help employees with disabilities meet their workplace responsibilities and to enhance their contribution to the organization. Managers and administrators are encouraged to create an environment that values a diverse workforce, including persons with disabilities.

Inclusive innovation: World health organization (WHO) task-shifting principles in community health workers living with disabilities through women’s cancer screening in the EMPOWER Program.

e22512 Background: The W.H.O estimates that people with disabilities make up 15% of the world’s population. In the Horn of Africa (Djibouti, Kenya, Ethiopia &amp; Uganda) there have been several disability inclusion programs in Education, livelihoods and empowerment through the Development Response to Displacement Impacts Project (DRDIP). In Kenya, the Government has continued to leverage on the private sector to accelerate progress towards inclusion. A strategic partnership with Safaricom enabled provision of Assistive devices and medical cover exceptional approval to a tune of USD 223,000 to Persons with Disabilities in the formal and informal economy in Kenya. Women CHVs were selected to reduce cultural barriers because many women in the communities are more comfortable being screened by a fellow woman. Objectives: To identify and deploy women living with disabilities as community health volunteers in the county EMPOWER Clinics; To build capacity of women living with disabilities and enable them to accurately screen for breast and cervical cancer. Methods: A total of 25 women living with disabilities and 7 able-bodied women from Meru and Kisumu counties were selected for the training program through county disability coordinators. The training program consisted of a basic community health volunteer (CHV) module and focused on Breast and cervical cancer awareness topics. The CHVs were equipped with mobile phones with assistive technology (AT) features such as braille keyboards, magnifiers, and text-to-speech technology. The training was delivered through Amref Health Innovations' (AHI) LEAP platform in collaboration with 5 county community health assistants. The CHVs' understanding of the material was evaluated through performance tracking on the LEAP platform. The CHVs were also given regular feedback on their progress, and any areas of difficulty were addressed through additional support and guidance. Results: The trained CHVs demonstrated an increased understanding of breast and cervical cancer screening, as well as the skills necessary to perform medical tactile breast exams. The trained CHVs were then commissioned to be integrated into the community health workforce, with a focus on breast and cervical cancer screening and awareness. Conclusions: The deployment of inclusion-centered learning for women Community Health Volunteers (CHVs) living with disabilities is a promising approach for improving access to health services for this marginalized group. This program provides a model for promoting disability inclusion in health services and underscores the need for continued investment in disability-inclusive programs. The findings of this program can inform the development of similar programs in other regions and contribute to the achievement of universal health coverage and health for all.

UNICEF and global leadership for disability inclusion in early childhood

UNICEF and global leadership for disability inclusion in early childhood

Bridging the gap, how interprofessional collaboration can support emergency preparedness for children with disabilities and their families: an exploratory qualitative study

BackgroundChildren with disabilities and their families are at higher risk during emergencies and disasters, which is often attributed to the lack of disability inclusion in emergency response as well as disparities in preparedness. This disparity speaks to a need for emergency preparedness that centers children with disabilities and their families. The purpose of this study was to elicit the perspectives of health professionals (nurses, occupational therapists, social workers), disability advocates, and public safety personnel (e.g., fire fighters, police officers, emergency management administrators) on what would enable these types of professionals to support family-centered emergency preparedness for families who care for children with disabilities. One goal of this research is to provide recommendations for practice and policy to improve safety outcomes for children with disabilities and their families in emergency situations.MethodsThis study consisted of 46 qualitative interviews with nurses, occupational therapists, social workers, public safety personnel, and advocacy organization representatives about their role in emergency preparedness for families of children with disabilities. Qualitative content analysis was used to identify themes from participants’ responses.ResultsParticipants expressed interest in family-centered emergency preparedness, and stated that greater awareness, more education and training, increased networking between professions, and institutional support would enable their involvement.ConclusionsThese findings have implications for the importance of interprofessional collaboration in supporting family-centered emergency preparedness for families of children with disabilities. Stronger interprofessional networks would help overcome many of the barriers identified by participants, and advocacy groups appear to be well-positioned to bridge the gap between these professionals and their areas of expertise.