Impaired Research Articles

Individual Factors Influencing the Use of Home- and Community-Based Care Services by Disabled Elderly Individuals in Urban Areas: Evidence from Beijing, China

China’s rapidly aging population necessitates a sustainable social care system. Although the majority of Chinese disabled older adults live in their communities, the utilization rate of home- and community-based care (HCBC) services has been low. Moreover, family members still take the main responsibility for the care of disabled older persons and generally suffer from the stress of caregiving. To increase the use of HCBC services by disabled elderly families, this study examined which individual characteristics of both elderly individuals and their primary family caregivers were related to HCBC service use among disabled urban elderly individuals in a regional sample from the 2018 to 2019 Beijing Precise Assistance Need Survey (n = 34,153). Logistic regression was used as the baseline model, and a simultaneous equation model was established to address the jointly dependent variables. The results show that the degree of disability of disabled older adults has no significant effect on their service use, whereas their worse health status played a significant role in predicting respite care service use. Working status, a longer period of caregiving, and poor health of caregivers all significantly predict a greater likelihood of service use by elderly individuals. Caregivers with burdened feelings predicted a decrease in the likelihood of elderly individuals using services. Our findings show that primary family caregivers have an important influence on disabled elderly people’s use of HCBC services, but service use is more likely to compensate for the lack of care and expertise provided by family caregivers than to reduce caregivers’ caregiving burden.

"The Forgotten Minority": Perpetuation of Ableism in Medical Education.

Accounting for approximately 1 in 4 community-dwelling adults in the United States (US), people with disabilities (PWD) experience significant disparities in health care quality, access, and outcomes. At the same time, US physicians have reported feeling unprepared to care for PWD and have revealed significant negative bias about this population. To understand how physicians are trained to care for PWD in US medical schools. Qualitative, critical theory paradigm. US medical school faculty (n = 8) and students (n = 9) were purposively sampled for knowledge of disability-related training based on known engagement in activities to advance disability-related medical education. Inclusion was limited to English language proficiency. n/a. Data were collected through focus groups, hosted virtually with separate groups for faculty and medical students between September 2021 and February 2022. Each meeting was recorded, transcribed, and de-identified. Deductive and inductive coding schemes were applied by multiple coders until reaching thematic saturation. Prominent themes revealed critical shortfalls in medical education, including (1) disability being omitted from standard curricula; (2) disability being framed as a problem within individuals; (3) pervasive discrimination against PWD in medicine; and (4) over-reliance on ad hoc faculty and student-led efforts to cultivate curricular change. Data also revealed multifactorial barriers to including disability training as part of US medical education, such as avoidance of personal and institutional responsibility, and permeations of ableism across social and training contexts. Medical education may perpetuate negative bias about disability through a hidden curriculum. Insufficient support from institutional and licensing authorities has stymied efforts to expand and improve disability-related training such that disability is not included in existing curricula focused on mitigating health care disparities - despite known vulnerabilities for PWD. Without improvements to disability-related curricular content, physicians will remain ill-equipped to care for the nation's largest minority group.

Quarantined Justice, Compromised Diversity: Barriers to Disability Inclusion in China’s Public Sector Employment

Under the advocacy for diversity and inclusion within Chinese society, the judiciary has become a significant institution for the protection of marginalized groups, especially disabled people. Through proactive power expansion, the Supreme People’s Court has played a crucial role in scrutinizing employment discrimination in the private sector. However, the judiciary has paid less attention to the fact that government agencies failed to consider the value of workplace diversity and maintained ableist standards that preclude many disabled candidates from public sector positions. Due to the intrinsic political embeddedness within Chinese judicial systems, courts tended to adopt a strategy known as “quarantined enforcement” when confronted with discriminatory recruitment clauses issued by government‐tied entities. Social and political factors collaboratively shaped the intersectional marginalization of the disabled community in China. This article attempts to move beyond traditional legislative‐centric approaches and emphasize the judiciary’s role in minimizing the marginalization of disabled people. It argues that eliminating political barriers within the judiciary is crucial for achieving workplace diversity and employment equality.

Managing complexity in cross-cohort classrooms: strategies for effective implementation of real-life projects

IntroductionReal-life project-based courses aim to enhance student learning by integrating authentic projects into the curriculum. However, the complexity of these projects, due to their VUCA (Volatile, Uncertain, Complex, and Ambiguous) nature, can pose significant challenges, especially for students new to the concepts and skills being taught. This study addresses the overarching question: “How can a systematic model be developed and implemented to effectively manage teaching and learning through developing a real-life project in a hybrid cross-cohort environment?”.MethodsThe study was conducted within an Instructional Systems Design (ISD) course in a hybrid cross-cohort class structure. A diverse class of 27 students with varying backgrounds participated in the course. Data were collected through surveys, interviews, and instructor observations. The implementation process involved multiple student cohorts, primary stakeholders of the project, subject matter experts, and instructors.ResultsThe study resulted in the development of the proposed 3 Square model to manage hybrid cross-cohort learning environments. Students engaged in developing a real-life project—a public awareness website for Persons with Disabilities (PwD) in a university environment. They navigated the complexities of coordinating within a cross-cohort classroom and developed critical skills such as autonomous decision-making and effective communication. Outcomes included efficient time management, achievement of project objectives, and tangible learning outcomes such as mastering ISD topics, using new tools, and working collaboratively in a group.DiscussionThe findings highlight the importance of leveraging diverse student knowledge and experience to manage challenges in cross-cohort classrooms for complex projects. Practical implications are discussed for instructional design and teaching strategies in diverse educational settings, emphasizing the need for systematic approaches to facilitate real-life problem-based learning tasks.ConclusionThis study provides a retrospective evolution of a systematic model for hybrid cross-cohort learning environments. It identifies teaching-learning challenges, determines appropriate instructional strategies, and evaluates the effectiveness of solutions in facilitating real-life project-based learning. The insights gained contribute to managing diverse educational settings and enhancing instructional design practices.

‘Aside from my limitations, I’m aging very successfully’: a qualitative approach to successful ageing among older people with early onset motor disabilities

Objectives The concept of successful aging has been criticized for overlooking the experiences of older adults aging with disabilities, which may accentuate segregation and consolidate inequities. This qualitative study explored how older people living with early-onset mobility disabilities define successful aging, whether their definitions differ from those proposed by academia and from those of older people without disabilities, and to what extent older people with motor disabilities perceive themselves as aging successfully. Method Thirty-two people (20 women, 12 men) aged over 60 and living with motor disabilities for a minimum of 20 years were interviewed about their definition of successful aging and whether they considered that they were aging successfully. Responses were analyzed thematically. Results We identified five main themes: (a) activity, (b) supportive context, (c) proactive attitude, (d) autonomy and (e) adaptation. Most participants considered that they were aging successfully, according to the themes underlined in their definition of successful aging. Conclusion Participants see successful aging as based far more on psychosocial than biomedical aspects. Successful aging is defined as process in which the maintenance of desired activities and independence is attained due to contextual and psychological resources, which allows participants to perceive themselves as aging successfully.

Creating Accessible Online Content for Health Professions Education.

In 2021, nearly 6% of learners studying medicine disclosed disabilities, which was more than double that of 2015.1 Learners seek accommodations for visual, hearing, mobility, and learning disabilities, as well as chronic health conditions. Strategies for supporting accessibility align with best practices for audiovisual and instructional design; however, they are not consistently used in online education. Health professions educators are responsible for ensuring online content is accessible to all learners.

Notes: The Influence of Disability Models on the Employment of People with Disabilities in the Public Service

In 2005 and subsequently the government adopted a social model of disabilities with the aim that the public service should comprise at least 2% of persons with disabilities (PWDs), thus distancing itself from past practices under the apartheid regime that ostracised PWDs from the mainstream economy and society. Yet almost two decades later, the government is yet to achieve this target. The note examines different models of disability to ascertain whether they may account for this failure. It argues that despite adopting the social model, government’s adherence in practice to the previous medical model accounts for its failure to meet the 2% target of employment of PWDs.

Leveraging Internet of Things (IoT) to Enhance Accessibility and Independence for People with Disabilities

Any physical or mental ailment (impairment) that makes it harder for the affected individual to engage in particular activities (activity limitation) or engage with their environment (participation restrictions) is considered a disability. According to the 2011 Census, 2.68 Cr people (2.21% of India's 121 crore total population) are classified as "Disabled." One way to combat disability is to develop intelligent prosthesis and assistive technology. The usability and functionality of these devices are improved by real-time monitoring, feedback, and control made possible by advanced sensors and networking. We have attempted to use some of the Internet of Technologies' (IOT) solutions to address the limits in this research. People with disabilities could live far better lives because to the Internet of Things (IoT), which offers creative solutions to a range of problems they could encounter. IoT integration offers a revolutionary chance to address disability and create a more inclusive society in many areas of life. IoT is transforming how we meet the requirements of people with disabilities, from smart assistive devices and home automation to health monitoring, communication aids, and accessible transportation. In this research paper, we have proposed some IoT based models to tackle few constraints of disabled people which can help the disabled people with their day-to- day problems.

Management of inclusive data for Merapi volcano eruption risk areas using participatory action research (PAR) with the perspective of women, the elderly, and persons with disabilities

This research, conducted by Plan Indonesia, YAKKUM Emergency Unit (YEU), and the Klaten Association of Disabled People (PPDK), with support from ELRHA, UKAid, the Norwegian Ministry of Foreign Affairs, and Plan International, aimed to foster inclusive research by integrating Views from the Frontline (VFL) guidelines with the Feminist Participatory Action Research (FPAR) method. The study involved women, people with disabilities, including youth and children with disabilities, as well as the elderly. Research participants included people with disabilities, the elderly, health cadres, and elderly cadres, and was conducted from May to December 2023 in the disaster-prone areas of Kemalang and Manisrenggo Districts, Central Java. Data analysis was done through triangulation, utilizing multi-party meetings to verify findings based on various times, places, and participants. The research identified types of threats related to the Merapi volcano eruption and needs based on the Humanitarian Inclusion Standard, focusing on gender, age, and ability. Key recommendations include integrating disaster risk management approaches with community-led action plans, enhancing inclusion, promoting local leadership, and developing a national advocacy strategy to increase community involvement in disaster risk reduction efforts, particularly for women, the elderly, and people with disabilities.

Social participation challenges and response strategies identified by adults aging with a disability

AbstractSocial participation is likely to decrease among older adults as disability levels increase. However, it is a modifiable determinant of health that can impact older adults' well‐being and quality of life. Thus, this secondary data analysis aimed to understand what challenges older adults aging with a mobility or vision disability face with social participation, as well as their solutions for addressing those challenges. Interview data were obtained from the Aging, Challenges, Concerns, and Everyday Solution Strategies study. Six activities were chosen based on a taxonomy of social activities and a conceptual model of participation. Frequency counts were gathered through a thematic analysis to understand the number of challenges and response strategies. Over half of the older adults who had a mobility disability shared that visiting family and friends (57%) was their most challenging social activity. The identified challenges hindering them from completing the social activity were primarily personal, followed by accessibility and environmental. Older adults with a vision disability shared that going to entertainment events or activities (26%) was their most challenging social activity. Resources, such as community interventions, can support older adults with mobility or vision disabilities in participating in social activities. As such, future research, policy, and interventions should consider external support components to assist older adults with a mobility or vision disability with social participation.

DEPLOYING TELEWELLNESS PROGRAMS IN THE COMMUNITY: BARRIERS, FACILITATORS, AND POTENTIAL

Abstract ‘Telewellness’ programs use technology (e.g., video conferencing software) to facilitate remote participation in exercise classes. These programs hold great potential to expand access to physical and mental health benefits of group exercise classes for older adults, especially those with mobility disabilities. We translated the Tai Chi for Health Institute’s in-person, evidence-based tai chi program, Tai Chi for Arthritis, to be a virtual experience (via Zoom) that is both socially engaging and inclusive of people with a mobility disabilities. The ‘Tele Tai Chi’ clinical trial (NCT04696887) explored to what extent this program may increase social interaction and positive health behaviors among older adults with long-term mobility disabilities; data analysis is in progress. The next phase of this project is focused on delivering our Tele Tai Chi program in real world, community-based settings (e.g., senior centers, senior living communities). This session will present findings from interviews with subject matter experts (e.g., senior center coordinators, administrators from Area Agencies on Aging, tai chi instructors) on perceived barriers to delivering Telewellness classes (e.g., safety, staffing, demands, technical support), as well as potential facilitators to address them. We will also discuss the need for different models of Telewellness (e.g., hybrid classes with attendees both in-person and online) that align with the community’s unique characteristics, preferences, and support needs.

TECHNOLOGY FOR SUPPORTING HEALTH AND WELLNESS

Abstract As the population ages, there is a growing need for technology to support the health and wellbeing of older people. However, technology solutions, for them to be successful, need to recognize the needs, preferences, and abilities of older people, and must be evaluated rigorously for efficacy. This talk provides an overview of the potential and pitfalls of using technology to support health and wellness. Hye Soo Lee, PhD, explores the role of technology in supporting Medicare-related decision-making by older adults, highlighting the need for improved training and the consideration of user characteristics to enhance engagement with government-provided digital tools. Paul Freddolino, PhD, MDiv, presents findings from telehealth training sessions with older adults, emphasizing the importance of end-user feedback in refining patient-focused content and increasing patient engagement in healthcare. Justin Lam, BS, discusses the design of age-friendly web interfaces, focusing on optimizing user interaction patterns and enhancing readability to accommodate the nuanced needs of older adults and their care partners. Elena Remillard, M.S., shares insights from deploying ‘Telewellness’ programs, such as Tele Tai Chi, in community settings, identifying barriers and facilitators to their delivery and discussing the potential of different models to increase access to exercise classes for older adults with mobility disabilities. Leo He, BSc, introduces a novel, radio-based, non-contact system for monitoring nighttime vital signs and sleep, offering a passive, cost-effective solution for home-based health monitoring that avoids the physical and cognitive burdens associated with existing technologies, aiming to improve health intervention and quality of life for older adults.

BEYOND PHYSICAL ABILITY: PROMOTING INCLUSION IN DEFINITIONS OF SUCCESSFUL AGING

Abstract Physical function and the absence of disability have long been conceptualized as key components of successful aging in most frameworks. However, prior work in disability studies and psychology have suggested that physical functioning is not necessary for successful aging and that this conceptualization may be ableist in nature. Specifically, this definition implies that people with congenital disabilities are not able to age successfully and reinforces society’s view that able-bodied lives are better, happier, or more worthy than disabled people’s lives. This stands contrary to prior research demonstrating high engagement and wellbeing among individuals with disabilities. Moreover, this definition fails to acknowledge the role of inclusive environments (e.g., no stairs, wide doors/walkways) in promoting participation and successful aging. All these factors may lead to increased disability shame, stigma, and discrimination, which can decrease wellbeing, health, and longevity for people with disabilities. In this conceptual presentation, we draw from research in psychology, gerontology, and disability studies to suggest a broader and more inclusive definition of successful aging as continued engagement in activities one needs and wants to participate in. We describe how this definition promotes inclusion by acknowledging that participation can take many forms (e.g., through adaptive devices) and recognizing the power of the environment for promoting successful aging. In this way, we argue that this definition of successful aging takes the onus of functioning off the individual and places it on society to create inclusive environments, allowing all individuals the potential to age successfully, regardless of physical ability.

FROM THE PERSPECTIVES OF PROVIDERS TO OLDER ADULTS: CONVERSATIONS ABOUT BEHAVIORAL HEALTH SERVICES IN OREGON

Abstract The Older Adult Behavioral Health Initiative (OABHI) is an innovative program funded by the Oregon Health Authority to address gaps in services for older adults and people with physical disabilities with behavioral health (BH) issues. The Initiative consists of 24 Behavioral Health Specialists who work with community partners across Oregon to improve BH services through workforce development, health and wellness promotion, complex care consultations, and promoting coordination and collaboration between aging and BH agencies. The Institute on Aging (IOA) at Portland State University (PSU) has evaluated the effectiveness of the Initiative since its establishment in 2015. Prior evaluation efforts included interviews and surveys from key community partners, staff from Area Agencies on Aging (AAA), Aging and Disability Resource Centers (ADRC), Aging and People with Disabilities (APD), and Community Mental Health Programs (CMHPs). As the Initiative comes upon nearly ten years of existence, the evaluation team conducted a new evaluation approach by facilitating focus groups with these key community partners in addition to primary care providers, older adults (65+) with lived experience, and senior centers representing 25 rural and urban Oregon counties (n=54). Participants were asked about the top challenges in their communities and how the Initiative can better address their biggest needs when supporting older adults and people with physical disabilities living with behavioral health issues. Findings from these data identify recommendations to address systems-level barriers and opportunities to promote intra-agency collaboration and outreach to community partners and consumers.

DISABILITY STATUS OF ASIAN OLDER ADULTS IN THE UNITED STATES: FINDINGS FROM THE 2017–2021 AMERICAN COMMUNITY SURVEY

Abstract Little information is available on the disability status of the diverse Asian population in the United States (U.S.). In this study we estimate the prevalence of six types of disability in older adults for six major Asian subgroups using the recently released data from the 2017-2021 American Community Survey. The survey contains a sample of 11,737 Vietnamese; 32,388 Chinese; 24,625 Filipino; 12,125 Japanese; 10,231 Koreans; 16,759 Indians; and 2,412,999 non-Hispanic Whites. All analyses use survey weights for population estimates and the jackknife method for standard errors. We find higher prevalence of disability in independent living for Vietnamese, Chinese, Filipino, Japanese, and Indian compared to non-Hispanic White. For self-care disability, Vietnamese, Chinese, Filipino and Indian have higher prevalence. Cognitive disability is more prevalent in Vietnamese, Filipino, and Japanese. Only Vietnamese older adults have higher prevalence of mobility disability and vision disability. Surprisingly, all Asian subgroups in the study have lower prevalence of hearing disability than the non-Hispanic White group. Overall, the results show Vietnamese older adults have the worst disability profile, whereas Korean older adults have the best profile. Future research is needed to understand the role of fortitude in addressing disability status, especially in the areas of independent living, self-care, and cognition, which are more prevalent in most Asian groups.

RACE DIFFERENCES IN WALK SPEED, CARDIORESPIRATORY FITNESS, AND MUSCLE MITOCHONDRIAL RESPIRATION

Abstract Older adults who self-identify as Black have a disproportionately higher incidence of mobility disability. Whether older adults who are Black also have lower fitness and mitochondrial energetics compared to those who are White has not been adequately investigated. The Study of Muscle, Mobility and Aging (SOMMA) examined 879 older adults (≥70 years old), including 116 who self-identified as Black, who could complete a 400m walk within 15 minutes. Mitochondrial respiration (MaxOXPHOS) was measured in permeabilized fibers from biopsies of the vastus lateralis. A cardiopulmonary exercise test assessed maximum oxygen consumption (VO2peak). Education, income, financial resources, race, sex and age were determined by self-report. Propensity score matching was used to match Blacks with Whites with a 1:1 ratio. Black (n=90) and White (n=90) groups were well matched for age, sex, SOMMA multimorbidity index, BMI, muscle mass, physical activity, marital status, educational achievement, and whether financial needs were met (all p>0.05). Despite being well matched, those who identified as Black had a slower 400m walking speed (0.97 vs. 1.03 m/s, p=0.014), lower MaxOXPHOS (50.8 vs. 60.9 (pmol/(s*mg)), p< 0.001), and lower cardiorespiratory fitness (1391 vs 1566 ml/min, p=0.007), when compared to those who identified as White. Multivariate regression showed that VO2peak and MaxOXPHOS, but not socioeconomic factors, attenuated the race difference in 400m walking speed. In conclusion, while the etiology of race differences in mobility is multifactorial, our data indicate that muscle mitochondrial respiration and cardiorespiratory fitness may contribute to slower walking speed of individuals who identify as Black compared to White.

Specifics of requests for psycho-educational and clinical-psychological support for individuals with disabilities entering higher educational institutions

Introduction. The research problem of this study is to describe the options and specifics of existing requests for psychological, educational and clinical psychological support for people with disabilities entering the university and to summarize the data obtained on the launch of support mechanisms at the university. The purpose of the article is to identify and describe the variables in the existing variants of requests for psychological, educational and clinical psychological support for people with disabilities entering the university. Materials and Methods. The research is based on cultural, historical and activity-based approaches, as well as existing scholarly data on the peculiarities of personal and professional development of people with disabilities and information from special education and psychology on psychological, educational, medical and social support for people with special education needs. The study employs empirical and interpretative methods, including testing using the tools of ‘perspektiva-pro’ information regional portal, a survey of applicants with disabilities developed by the Resource training and methodological centers of higher education network and posted on the all-Russian portal ‘InclusiveEducation.rf’, analysis of statistical data using the dichotomous Pearson correlation coefficient (φ). The study involved 317 university applicants, school and intermediate vocational school leavers, who have a confirmed status of a person with a disability. The age range of the participants was between 18 to 23 years old, including 140 male and 177 female applying or planning to enter Cherepovets State University or partner universities of the Northwestern Federal District in academic years 2022-2024. Results. The authors found out that the variability of the characteristics of requests for psychological, educational and clinical psychological support for individuals with disabilities entering the university is largely determined by the nosology of the disorder, the degree of limitations of vital functions and the gender of the applicant. The more pronounced are the violations, the more difficult are the perception and processing of information, the more specific and ambitious are the expectations from the university. Moreover, these expectations are more pronounced in male applicants than in female ones. The study determined that the option of requesting support slightly depends on the region, age, previous level of education (school, intermediate vocational school). Psychological, educational, clinical and psychological support for people with disabilities entering the university can be carried out effectively only by a multidisciplinary team, the main result of which is information assistance in defining a professional trajectory aimed at acquiring a profession that promotes health preservation and an independent lifestyle, overcoming disabling attitudes capable of resisting elements of segregation. Conclusions. The article describes the variables included in the structure of existing options for requests for psychological, educational and clinical psychological support for individuals with disabilities entering the university. Based on the findings, the mechanisms for supporting disabled people entering the university were revealed.

Out of dataset, out of algorithm, out of mind: a critical evaluation of AI bias against disabled people

Out of dataset, out of algorithm, out of mind: a critical evaluation of AI bias against disabled people

Mad Studies, Inclusive Education and Higher Education Participation – Critiquing Fitness to Teach

This article focuses on a critique of the UK’s policy directive related to fitness to teach particularly in relation to the experiences of disabled people attending teacher education. It utilises Mad Studies to raise a different set of questions in relation to teacher education and higher education participation. As ‘madness’ is ‘beginning to be reclaimed by the user/survivor movement’ (Spandler et al., 2015, p.6), and in conjunction with the struggle for an inclusive higher education system, this article drawing upon experiential knowledge, explores issues of access to support, disclosure, and recounts the coercive power relations that position mad students – students experiencing distress and anxiety aspiring to be teachers in disadvantaged and marginal spaces. It recognises that there are tensions in using various terminological descriptors that shape and reshape discourses of power/knowledge. Given the increasing number of students being and becoming identified as having mental health difficulties (an official term in the higher education lexicon of name-calling) the university is coming under increasing scrutiny. Policy directives such as ‘fit to study’, and ‘fitness to teach’ pose specific barriers and challenges. Alternatively, the disciplinary fields of Mad Studies, (Critical) Disability Studies, and Inclusive Education, offer different insights and questions about how institutions can disrupt traditional ableist/disablist structures of normalcy and systems of discrimination. Rather than typical ‘curative’ policy directives related to ‘self-help’, ‘self-improvement’, ‘self-confidence’, ‘self-efficacy’ and notions of ‘well-being’, this article argues that such discovery/recovery policies are inherently discriminatory and deficient. This article builds upon the findings from a postgraduate research study which explored the experiences of Post Graduate Certificate of Education (PGCE) trainee students in terms of their interactions with different staff whilst on school placements (Pattinson, 2021). This previous small-scale study specifically utilised the use of questionnaires and interviews with university tutors, school teachers and students situated within the Southwest of England. Alongside drawing upon the lived experiences of trainee students and university teachers, it includes a personal narrative of one of the authors, Sarah, who shares her own previous teacher training experiences which are situated alongside emerging concerns with ableist/disablist policy directives. Within this context, this article examines these interactions in context of the so-called ‘fitness to teach’ policy, a current disciplinary requirement under legislative duties.

‘A Part of Some Other’s Experience’: <em>Dark Victory</em>, Interdependence, and the Limits of ‘Normalcy’ in the 1930s

Disability representations are never divorced from their complex cultural and political contexts. This article argues that a culturally specific understanding of disability in the 1930s sheds new light on the superficially problematic disability representation in popular 1939 Hollywood melodrama, Dark Victory. While Bette Davis’ disabled heroine dies, perpetuating eugenic understandings of disabled people as unworthy of life, she also fosters a vision of disability as a valuable embodiment of interdependence. This echoes the increasing conflict around ‘normalcy’ evident in the period’s popular cultural material. Rejecting the ableist idealisation of independence, popular disabled figures such as Franklin D. Roosevelt and Helen Keller instead modelled interdependent lives. Contextualising Dark Victory’s representation of disability and friendship through archival material reveals multifaceted understandings of disability across the 1930s and highlights the crucial role of historical research in unearthing the nuances of cinematic disability representations.