Disabilities Face Research Articles

“Employees Without Fixed Shifts”: Lessons Learned from Pandemic Experiences of Mothers Who Have Disabled Children

The aim of the research is to reveal the experiences and challenges experienced by mothers of disabled children during the Covid-19 Pandemic in the context of the ideology of motherhood and to ensure that lessons are drawn for possible crisis that may occur in the future. The research was carried out using a cross-sectional qualitative research design with descriptive phenomenological approach. Determined by maximum variation sampling, the participants of the research are women living in the same house with their disabled children. Semi-structured in-depth interviews were conducted with 17 women. The data were analyzed through inductive thematic analysis. The themes emerged from the study in line with their experiences of physical, psychological and survival, accessibility to education and regression, protection and safety, social assistance and social support challenges and the new roles they have assumed to cope with these challenges. Mothers with disabled children face coping difficulties and need empowerment, independence, and responsibility sharing. Support services and protective-preventive interventions are recommended. Further research should include longitudinal interviews with participants during and after crisis situations and fathers to understand the connection between gender roles and this issue.

Theorizing the Role of Sex Educators in the Resistance and Reification of Epistemic Injustices Related to the Sexual Expression of People with Intellectual Disability.

People with intellectual disability face a variety of epistemic injustices-systems of knowledge and educational inequality-related to their access to sex education and perceptions of their sexuality. Sex educators are in a position to address these injustices; however, they may not be fully aware of their own epistemic ethics. Furthermore, there is little theoretical understanding of how sex educators provide instruction within an environment that exhibits hostility toward the sexual expression of those with intellectual disability. This grounded theory study of interviews with 58 people who taught sex education to people with intellectual disability sought to understand the role of educators in perpetuating and resisting epistemic injustice by utilizing sex education to either facilitate or restrict the sexual expression of people with disabilities. We identified four micro-contexts: centralizing capacity to consent, emphasizing risk, desexualizing (through) sex education, and acknowledging gender identity. In each micro-context, we explore mechanisms of how educators were either allied in support of autonomy (person-centered values, expertise, access to curricular resources, self-advocates as teachers and partners, subversiveness, and de-problematizing normative sexual behavior) or reified sexual stigmas (fear of sexual abuse and sexual perpetration, conscripting to asexuality, the paternalistic service system, and complex ethical dilemmas) in the context of hostility to sex education and sexual expression. These findings have implications for promoting prosocial sexual expression and access to sex education for people with intellectual disability.

Ableism in mental healthcare settings: A qualitative study among U.S. adults with disabilities

People with disabilities (PWD) face elevated mental health concerns and are more likely to utilize mental health services compared to their nondisabled counterparts, yet they also report higher unmet mental health service needs due to myriad attitudinal and environmental barriers to accessing care. Despite these well-documented disparities, little research has examined the nuanced lived experiences of PWD who receive mental health services. Drawing upon semi-structured interviews with 20 U.S. adults with disabilities who were diverse in race/ethnicity, sexual orientation, and gender identity, the present research examined the various structural and interpersonal processes through which ableism undermines the perceived effectiveness and relevance of mental health services. Reflexive thematic analysis identified six themes that characterized participants' ableism experiences in mental healthcare settings, including misplaced assumptions about the impact of disability on mental health, medical trauma and gaslighting, interpersonal ableism, lack of disability knowledge, accessibility challenges, and systematic ableism. These findings highlight the importance of centering PWD's voices in disability-affirmative mental health research and underscore important clinical considerations for fostering accessible and inclusive mental health services.

Good quality end-of life care for people with an intellectual disability: A critical interpretive synthesis protocol.

People with an intellectual disability face inequality accessing healthcare that extends to end-of-life care. Furthermore, end-of-life care for people with an intellectual disability is more complex than that for the general population. This protocol sets out how our review will explore the available evidence and identify the key characteristics of care that are required for people with an intellectual disability to have a good end-of-life experience. A critical interpretive synthesis approach will be adopted, combining some elements of a systematic review with interpretive synthesis. This approach has been selected as it allows a diverse body of literature to be considered. Furthermore, it is compatible with theory generation allowing new insights to emerge in an iterative process. Electronic databases and grey literature sources will be searched using pre-defined search terms. Following initial title and abstract screening, eligible papers will undergo full text screening. Papers that are deemed to be 'fatally flawed' will be excluded and remaining papers appraised for relevance. Resultant papers will be included in the sampling frame from which data extraction will occur. An existing framework outlining key factors in the provision of excellent end-of-life care to people with an intellectual disability will be used to support data extraction and synthesis. Data extracted will be integrated into a synthesising argument in the form of a theoretical framework. This will identify the key characteristics in the provision of care that are required for people with an intellectual disability to have a good end-of-life experience. The developing theoretical framework will guide further selection of relevant literature to fill any conceptual gaps until saturation is reached. Our review will add to the existing body of evidence, shedding light on the key factors necessary in the provision of care to ensure that people with an intellectual disability have a good end-of-life experience.

A qualitative analysis of derogatory labels used against persons with disabilities in Kashmir

ABSTRACT Approximately 15 per cent of the global population has disabilities, including 26 million people in India and 367,000 in Jammu and Kashmir. Persons with disabilities (PWD) face stigma worldwide, and derogatory labels in the Kashmiri language compound this problem. We applied stigma and labelling theories to analyse the effects of societal labels on PWD in Kashmir. Focusing on women participants, we explored the unique, gender-specific experiences of stigma they faced. We uncovered PWD’s experiences in the region through qualitative research and narrative analysis. We highlighted culturally specific labels deeply embedded in Kashmiri society, illustrating how these labels contribute to marginalisation. This approach offers a nuanced understanding of the social and emotional impacts of labelling on both men and women.

AUDIO-VISUAL LEARNING THROUGH ANIMATED VIDEO APPROACH FOR CHILDREN WITH INTELLECTUAL DISABILITIES

Fundamentally, children with intellectual disabilities face learning difficulties, particularly in academic memory, and thus require education that emphasizes training, guidance, and support to optimize their potential. Visual learning is related to visual attention, memory, and the ability to distinguish conceptual and perceptual differences (shape stability, form/model, and base) and its cognitive aspects. The learning method we use involves several stages. First, we present two animated educational videos about letters and numbers, as well as animated videos introducing numbers, along with various interactive approaches for the participants with intellectual disabilities. The selection of participants is also based on the criteria and categories set by the institution. The results of this animated video learning are not only engaging and enjoyable but also foster good interaction between participants, educators, parents, and their environment. With visuals that are focused and well-organized, the learning attention can be directed effectively. The characters featured in the animated videos provide a more enjoyable experience, interact with the actions of the characters, and become iconic, making them easy for the participants to follow and remember.

Exploring the barriers to healthcare access among persons with disabilities: a qualitative study in rural Luuka district, Uganda.

The aim of the research was to explore the barriers to healthcare access for persons with various disabilities in rural Luuka district of Uganda. The findings will assist in appreciating the challenges persons with disabilities face in accessing Healthcare in a rural setting. These insights will contribute to the development of an intervention to improve healthcare access that is affordable, timely and acceptable. This qualitative study formed the exploratory formative phase of the 'Missing Billion' project. A total of 27 participants with disabilities-visual impairment (n=5), physical impairment (n=5), multiple impairments (n=6) and intellectual/ cognitive impairment (n=5) were purposively selected to participate in in-depth interviews conducted by two experienced researchers. Participants were identified through contact lists provided by the district disability focal person and local disability associations, with additional participants identified through snowball sampling. Interviews with persons with hearing impairment (n=6) were conducted by a researcher with hearing impairment. The interviews were audio/video recorded and transcribed to facilitate thematic data analysis. We used the disability-inclusive health 'Missing Billion' framework to map and inform the barriers. The study was conducted between September and November 2022 in rural communities in Luuka district, Eastern Uganda. On the demand side, challenges revolved around autonomy and awareness, limited access to health information, lack of financial capacity and dependence on caregivers for healthcare choices left persons with disabilities feeling disempowered. On the supply side, discrimination and negative attitudes from healthcare workers were reported as prevalent. Absence of healthcare workers and service delivery delays impacted on healthcare access, resulting in poor care. Inaccessible healthcare facilities compounded issues, as they had limited accessibility features. Complex and interconnected barriers underscore the pressing need for systemic changes to ensure equitable healthcare access for persons with disabilities in rural Uganda.

Association of Intellectual and Developmental Disabilities With Worse Outcomes After Surgical Treatment of Cancer.

Patients with intellectual and developmental disabilities (IDD) face unique challenges resulting in disparities in their health care. We sought to define the effect that IDD had on achievement of a "textbook outcome" (TO) following a cancer operation among a nationally representative cohort of patients. Data on patients who underwent surgery for a malignant indication, including lung, breast, liver, biliary tract, pancreas, and colorectal, between 2014 and 2020 were extracted from the 100% Medicare Standard Analytical Files database. The association of IDD with TO (defined as the absence of postoperative complications, extended length of stay, 90-day readmission, and 90-day mortality), expenditures, and discharge status was assessed using multivariable logistic regression. Among 500,472 Medicare beneficiaries, 4,326 (0.9%) with IDD had a cancer diagnosis (breast, n=481; lung, n=419; hepatobiliary, n=194; pancreas, n=145; colorectal, n=3,087). Although overall incidence of TO was 50.5%, patients with IDD were less likely to achieve a TO than those without (37.1% vs 50.6%, respectively; odds ratio [OR], 0.50; 95% CI, 0.46-0.53; P<.001). On multivariable regression, patients with IDD had higher odds of a postoperative complication (OR, 1.53; 95% CI, 1.43-1.64), extended length of stay (OR, 2.06; 95% CI, 1.93-2.21), 90-day readmission (OR, 1.15; 95% CI, 1.07-1.24), 90-day mortality (OR, 1.90; 95% CI, 1.70-2.13), and discharge to a skilled nursing facility (OR, 4.28; 95% CI, 3.97-4.62) (all P<.001). Patients with IDD had a much lower chance of a postoperative TO, as well as discharge to a nonhome setting. The data highlight the need to improve the care of patients with IDD to assure equitable oncologic surgical care.

Factors affecting school enrolment and attendance for children with disabilities in Bangladesh: Evidence from a cross-sectional survey

In Bangladesh, many disabled children are not attending school. Despite the country’s special policies, laws, and services, most disabled children face a barrier to enrollment in school. To increase the school attendance of children, particularly disabled children, research on barriers to school attendance is essential. It will help to ensure that all children, including those with disabilities, receive an education. This paper will investigate the factors associated with children with disabilities missing school. This study will utilize data from a large sample based on Nationally representative multiple indicator cluster survey 2019 in Bangladesh. The study group included 5024 disabled children ranging in age from 6 to 17 years. To determine the significant covariates for the multivariate analysis, a bivariate analysis was performed. The findings indicate that age of the child, gender, household head sex, education of the household head, area (urban/rural), husband age, whether the husband has more wives, and disability types are all associated with disabled children being absent from school. Using these findings, the government of Bangladesh and other stakeholders should advocate for policies and programs that reduce barriers to education and ensure that all disabled children attend school.

The Psychosocial Wellbeing of Children with Disabilities in Inclusive Secondary School Education Settings

Purpose. This study examined the psychosocial wellbeing of children with disabilities in inclusive secondary school education setting in Tanzania. The study particularly aimed to explore the psychosocial challenges which children with disabilities face in inclusive secondary school settings, leading to psycho-social impacts on their learning and wellbeing. Methodology. The study employed a mixed methods approach, adopting a case study design. Interviews and questionnaires were used to collect data from 49 students with special needs, 7 special needs education teachers, and 35 regular teachers. Results. The study findings revealed that teachers had low expectations on the academic performance of the students with disabilities, consequently rendering them little support in inclusive classrooms. Additionally, discrimination, stigmatisation were issues faced by students with disabilities in inclusive education settings which adversely affected their psychosocial wellbeing. The study recommends awareness creation among the students and regular teachers about the learning needs of children with disabilities in inclusive schools. Conclusions. The study recommends providing regular teachers who are not knowledgeable about the academic needs of students with disabilities in inclusive education settings with training and providing psychosocial support to students with special needs in inclusive education contexts.

Students With LD and Decision Making for After High School: Emotions and Basic Psychological Needs

Little is known about how grade 12 students with learning disabilities (LD) face the complex and emotional task of deciding what to do after high school. To expand on current research, we explored the experiences, emotions, and support of students with LD from the theoretical perspective of basic psychological needs (BPNs). We conducted a triangulation mixed-method study that included survey data and interviews. Participants were asked to identify their emotions, and if their BPNs of autonomy (e.g., feeling in control), competence (e.g., feeling capable), and relatedness (e.g., feeling connected to others) were satisfied or frustrated. Based on survey questions, participants indicated high satisfaction with their BPNs during decision-making and low levels of negative emotions. We used a deductive analysis to link participant interviews to BPNs and found greater satisfaction with these needs than frustration. Moreover, the mixed-method analysis integrating the results in a joint display uncovered that participants identified more positive emotions when their BPNs of autonomy and relatedness were satisfied, and more negative emotions when their BPNs of relatedness and competence were frustrated. We discuss the emotional experience of making decisions after high school. Limitations and future research directions are discussed.

Cancer Prevention in Adults with Intellectual Disabilities: A Systematic Literature Review of Caregiver Perspectives in Institutional and Home Care Settings.

Background: Individuals with intellectual disabilities (IDs) face unique challenges in accessing cancer prevention measures. Caregivers play a crucial role in facilitating these measures, yet their perspectives are under-researched. Methods: This systematic literature review explores caregiver perspectives on cancer prevention for adults with IDs in institutional and home care settings, aiming to understand their roles, knowledge, and challenges. Thirteen articles from the UK, the USA, Canada, and Ireland were analyzed through thematic synthesis. Four overarching themes were identified: breast cancer screening perspectives, caregivers' knowledge and barriers to cancer prevention, caregivers' perspectives, and cultural context and decision-making. Results: Caregivers, including healthcare professionals and family members, are essential in facilitating breast cancer screening for individuals with IDs. Challenges include explaining screening procedures, limited awareness, and logistical barriers, highlighting the need for targeted educational interventions. Disparities in access underscore the necessity for comprehensive training programs. Healthcare professionals' perspectives reveal existing disparities and suggest interventions for improved accessibility and understanding. Cultural context influences decision-making, emphasizing the importance of culturally sensitive care. The role of family caregivers in decision-making necessitates empowering and supporting them through tailored interventions. Conclusions: This review provides insights into the challenges and opportunities in cancer prevention for individuals with IDs, suggesting the need for educational interventions, training programs, and systemic changes to address disparities. It lays the groundwork for future research and the development of holistic and inclusive strategies in this critical healthcare domain.

Counting the costs: understanding the extra costs of living with disability in Indonesia to advance inclusive policies within the SDG framework.

The Sustainable Development Goals (SDGs) are a multidimensional framework for monitoring progress on disability inclusion over time and among countries where reliable, disability disaggregated data is available. However, the SDGs alone do not provide insights into the causes of the social and economic disparities that people with disabilities face or offer specific policy solutions to alleviate them. This paper highlights the extra costs of living with disability in Indonesia to advance the country's commitment to further the rights of people with disabilities. It utilizes three primary estimation methods, combining an analyses of national survey data with primary data from interviews and focus group discussions. Findings reveal significant and varying costs based on disability type, severity and life cycle stages. It also highlights the unaffordability of these costs for most individuals with disabilities and their families. Leveraging these estimates, the paper proposes 'disability concessions' aligned with Indonesia's legal framework on disability inclusion, aiming to alleviate financial burdens through discounts across health, education, utilities and transportation. By contributing to methodological approaches in understanding extra costs of living with disability inclusion in emerging country context and promoting discussions on leveraging the results for disability inclusive policymaking, this paper supplements the SDG framework to foster disability inclusion.

Impact of Parent-Child Paired Reading on Reading Fluency in Children with Intellectual Disabilities: A Single-Subject Study

Children with intellectual disabilities (ID) face difficulties in reading fluency, which may hinder their overall reading development. To address this challenge, this study investigated the impact of parent-child pairing reading on reading accuracy and speed in children with intellectual disabilities. Three children with ID participated in this cross-subject multi-baseline single-subject study and their parents were trained to use paired reading strategies to engage in a six week reading activity with them. The study was divided into three stages, with participants without reading guidance during the baseline and maintenance periods. During the intervention period, parents used paired reading strategies to guide their children in reading. Data were collected and analyzed using Statistical Package for the Social Sciences and interviews with parents who participated in the study were conducted to assist with assessment of the intervention results. After intervention, all three children showed better reading accuracy than the baseline period, indicating the effectiveness of the intervention. The intervention had little effect on the reading speed of the three participants, but it gradually improved during the maintenance period. Each of the parents held a positive attitude toward the effectiveness and applicability of parent-child paired reading in children with intellectual disabilities. The results of this preliminary study indicate that training and guiding parents to implement paired reading strategies can effectively improve reading fluency in children with intellectual disabilities.

Reducing Ageism and Ableism with Brief Videos Providing Education about Aging and Disabilities and Exposure to Positive Intergenerational Contact.

Older adults living with a disability (LWD) face both ageism and ableism, but there are few interventions to address this significant and growing social problem. Drawing on the PEACE (Positive Education about Aging and Contact Experiences) Model, three online studies involved participants randomly assigned to watch four brief online videos providing education about aging and disability and exposure to positive contact between younger adults and older adults/older adults LWD (experimental condition) or videos about interior design (control condition). Studies 1 (community sample) and 2 (university sample) included an immediate post-test whereas Study 3 (2 university samples) additionally included a pre-test and delayed post-test. Experimental condition (vs. control) participants reported greater agreement with older adults LWD as contributors to society (immediate post-test in Studies 1 and 2; immediate and delayed post-test in Study 3), lesser (greater) endorsement of negative (positive) stereotypes of older adults and older adults LWD, lesser agreement with older adults LWD as burdensome, lesser intergenerational tension with older adults (immediate post-test in Study 2; immediate and delayed post-test in Study 3), and greater openness to careers working with older adults and older adults LWD (immediate and delayed post-test in Study 3). Brief online interventions that involve education about aging and disabilities as well as exposure to positive intergenerational contact can be an effective means of reducing ableism and ageism toward older adults and older adults LWD.

Breaking Barriers in Mobile Game Development

Mobile games occupy more market share than PC and console titles combined, while the designers responsible for delighting billions with their app store offerings remain relatively overlooked by avid players and academic researchers alike. Marginalized game developers in particular find themselves struggling to survive in the mammoth mobile marketplace, but few studies have yet to address their unique experiences. In this paper we present the results from a participatory research project to: discover the challenges that women, people of color, LGBTQIA+, and disabled game creators face in the mobile space; and develop actionable methods for dismantling those barriers to meaningful participation in smartphone play design. After summarizing the three most prominent hurdles underrepresented developers contend with, we then lay out ten key insights about how those impediments can be overcome. The piece concludes with a dozen brief proposals for concrete programs to implement a more representative and welcoming mobile gaming environment, and a call to action for us all to take part in building that better world.

Access to dental care among individuals with intellectual and developmental disabilities in India: A scoping review.

Individuals with intellectual and developmental disabilities (IDDs) face numerous challenges in accessing dental care. Despite difficulties, more evidence exploring difficulties among this cohort in India is needed. This study aims to conduct a scoping review of articles published in India exploring access to dental care among individuals with IDD. We followed the Arksey O'Malley framework for scoping reviews and the PRISMA guidelines for reporting studies. Findings were analyzed based on Levesque's framework for access. Seventeen articles were collated from five databases. The perceived need for dental care was low, and dental visits were mainly need-based and infrequent. Knowledge regarding dental care did not translate to dental visits. Patient-related barriers were cost, transportation difficulties, fear, lack of dentist skills, patient behavior, and cooperation. From the providers' perspective, most dentists were willing to treat but noted infrastructural and knowledge-based limitations. Access to dental care was limited due to infrastructure constraints and a lack of dentist training. Caregivers and individuals with IDD did not prioritize dental health, faced communication barriers, and were afraid of dental procedures. It is important to improve preventive dental care and raise awareness among caregivers of individuals with IDD in India. Training dentists and incorporating special care dentistry into the standard dental curriculum will improve access.

“To Show That There Is Hope”: A Mixed Methods Exploration of Parent Perspectives About an Online, Co-Facilitated Parenting Program for Carers of Adolescents with Disability

Adolescence is a developmental period of significant change and increasing independence, during which parents and caregivers play a critical role guiding their teen toward adulthood. Parents of adolescents with disability face heightened challenges managing their teens’ growing independence and shift to adult-based services across health, recreation, and employment. Using a mixed-methods-treatment-group-only design, this study explored the implementation and outcomes of a program designed to build parenting capacity to support their adolescent with disability. Parents enrolled in one of ten groups were invited to attend three sessions covering content tailored to adolescent development including post-school opportunities, financial support, risk-taking and decision-making, future planning, relationships, and mental health. Surveys were administered pre-program, post-program, and six months after program participation (n = 160) to measure intervention outcomes including parenting self-efficacy, self-advocacy, adolescent self-advocacy, parent confidence to support their adolescent’s growing independence, confidence to support their adolescent through sensitive developmental stages, parental hopes and aspirations, and parental empowerment. A subset of parents (n = 11) also participated in semi-structured interviews about the program’s acceptability and usefulness, and their satisfaction with the program content and delivery. All outcome variables except parent hopes and aspirations increased significantly from pre- to post-program. Parent self-efficacy, self-advocacy, and parental empowerment remained higher 6 months after program completion. Thematic analysis identified program strengths as the co-facilitation model of program delivery, practical and actionable content, the use of narratives and the facilitator’s lived experience as parents of adolescents with disability, the use of visualizations (video, pictures, diagrams), and the service provider’s trusted reputation and credibility. In conclusion, an online co-facilitated group program for parents of adolescents with disability can contribute to positive change for families by improving parent confidence, self-advocacy, and parental empowerment.

Primary care experiences of adults reporting learning disability: a probability sample survey.

Background Adults with learning disability face multiple adversities, but evidence on their needs and primary care experiences is limited. Aim To compare the characteristics and primary care experiences of adults reporting learning disability with those who did not. Design and setting An analysis of the 2022 General Practice Patient Survey, a national probability sample survey conducted in 2022 with people registered with NHS primary care in England. Method This analysis reports descriptive profiles, weighted and with 95% confidence intervals. Logistic regression models adjusting for gender, age, ethnicity, and area-level deprivation compared experiences of adults reporting learning disability with those who did not. Results Survey participants comprised 623,157 people aged 16 or older, including 6,711 reporting learning disability. Adults reporting learning disability were more likely to be male, younger, of mixed or multiple ethnicities, and live in more deprived areas. All chronic conditions included in the survey were more common in adults reporting learning disability, especially reported sensory, neurodevelopmental, neurological, and mental health conditions. Adults reporting learning disability were twice as likely to have a preferred GP, and less likely to find their practice's website easy to navigate. They were also less likely to have confidence and trust in their healthcare professional, or feel their needs were met. Conclusion Adults reporting a learning disability had a higher likelihood of chronic health conditions. Their reported experiences of primary care indicate that despite recent initiatives to improve services offered, further adaptations to the consistency and ease of access to primary care is needed.

Impact of Socio-Demographic Factors on Quality of Life and Coping Strategies of Children with Different Disabilities.

Background and Objectives: Children with disabilities face unique challenges that can affect their well-being and quality of life (QOL). This study aimed to assess the QOL and coping strategies adopted by children with disabilities and explore how socio-demographic factors influence QOL and coping strategies. Materials and Methods: This cross-sectional study, which was conducted in Saudi Arabia with children aged 6 to 18 years, used a stratified random sample to ensure representation from a variety of demographic groups. Short Form-12 (SF-12) was used to assess the QOL in the sample population. The Brief COPE Inventory was used to examine coping strategies among the children. One-way analysis of variance was applied to examine differences in the QOL, coping strategies scores, and demographic variables. Multiple regression analyses were performed to examine the role of demographic variables in predicting QOL and p value was considered statistical significance at p < 0.05. Results: The results of the study clearly revealed significant differences between the mean scores of QOL for gender, age, and type of disability, duration of disability, education qualification, family status, family occupation, and housing status. Female participants showed better QOL in physical functioning than their male counterparts. Children with intellectual disability reported better QOL in general health, vitality, social functioning, and mental health. Participants with seven to eight years of disability reported higher scores in physical functioning, vitality, and mental health. Children whose parents were working in private agencies and living in rented houses scored higher on the general health aspects of quality of life. The findings also revealed that the duration of the disability was a significant predictor of the QOL. The mean scores of different dimensions of coping strategies clearly revealed that male participants used dysfunctional coping (p < 0.01), as compared to problem-focused and emotional-focused coping while female children relied more on emotional-focused coping. Emotion-focused coping was significantly higher in participants with visual (p < 0.01), learning (p < 0.01), and intellectual disabilities (p < 0.01). Dysfunctional coping scores were higher among children with auditory disabilities (p < 0.01) and multiple disabilities (p < 0.01). Conclusions: This study highlights the significance of demographic factors in understanding and improving the well-being of a diverse population of disabled juveniles. It offers valuable insights into the subtle factors affecting quality of life. Future interventions and policies can leverage these findings to enhance the quality of life of individuals with disabilities and to foster a more supportive and inclusive approach.