Field Of Disabilities Research Articles

ДЕЯТЕЛЬНОСТЬ РЕГИОНАЛЬНЫХ МЕЖДУНАРОДНЫХ ОРГАНИЗАЦИЙ АЗИАТСКО-ТИХООКЕАНСКОГО РЕГИОНА В СФЕРЕ УЛУЧШЕНИЯ ПОЛОЖЕНИЯ ИНВАЛИДОВ

The article investigates the features of regional mechanisms of protection of the rights of persons with disabilities, created by intergovernmental organizations in the Asia-Pacific region; analyzes the main regional human rights documents in force in this area; highlights pressing issues of protection of the rights of this category of population, typical for the countries of Asia and the Pacific. Despite the interest of legal science in the field of disability, the issue of protecting the rights of persons with disabilities remains underresearched by regional international organizations. The methodological basis of the study is the comparative legal, formal legal methods. The work analyzes the international sources of regional organizations that have not previously been the subject of scientific research on the issues raised by this article. As a result of the study, the conclusion is drawn on the programmatic nature of international instruments of regional organizations in the Asia-Pacific region, the need for States to strengthen social policy taking into account the concept of ensuring the inclusion of the interests of persons with disabilities, the important role of the UN regional commissions in promoting the principles of inclusive society, enshrined in the UN Convention on the Rights of Persons with Disabilities

The Wounded Self: Writing Illness in Twenty-First-Century German Literature by Nina Schmidt

Reviewed by: The Wounded Self: Writing Illness in Twenty-First-Century German Literature by Nina Schmidt Franziska Gygax (bio) The Wounded Self: Writing Illness in Twenty-First-Century German Literature Nina Schmidt Camden House, 2018, xii + 235 pages. ISBN 9781640140165, $75.00 hardback. At the beginning of her comprehensive and excellently argued study of autobiographical representations of illness in contemporary German literature, Nina Schmidt refers to Virginia Woolf's On Being Ill and her canonical statement that illness has not acquired the crucial status of a serious literary topic that it deserves. To serve as a striking example of this inadequate judgment and of the necessary theorization of and explanation for the contrary, Schmidt takes as one of her primary texts Christoph Schlingensief's cancer diary So schön wie hier kanns im Himmel gar nicht sein! Tagebuch einer Krebserkrankung (It can't possibly be as beautiful in heaven as it is here! A diary of cancer, 2009), and the ensuing attack in the feuilleton that illness narratives are not real literature. Furthermore, the fact that numerous illness narratives have been published in the past twenty years (not only in the German-speaking world) and that they have received both public and scholarly attention demonstrates the need for further recognition and serious literary criticism, which has actually already been the case in the Anglophone world for quite some time. Besides Schlingensief's cancer diary, Schmidt focuses on Charlotte Roche's 2011 Schossgebete (published in English as Wrecked, 2013), Kathrin Schmidt's Du stirbst nicht (You aren't dying, 2009), Verena Stefan's Fremdschläfer (Alien sleeper, 2007), and Wolfgang Herrndorf's Arbeit und Struktur (Work and structure, 2010–2013), and she convincingly explains her selection by the different range of genres and narrative forms of these texts. These specific narrative forms and aesthetic strategies are the main objectives of her study, and they bring to light the crucial themes of illness, disability, and dying as they appear as lived experiences. In her introduction, Schmidt points out the difficulty of differentiating between illness and disability. She relies on insights from the field of disability [End Page 508] studies, and elucidates how readers often adopt a discriminatory attitude toward narrative on disability (and illness), considering it as deviating from the norm, which seems to be "ablebodiedness." Thus, Schmidt's approach is very much grounded in challenging normative values inadequately based on binary thinking, such as healthy vs. ill and disabled, external vs. internal, or heterosexual vs. homosexual/lesbian in Stefan's Fremdschläfer, and "Selbstbild" (self-image) vs. "Fremdbild" (externally determined image) in Kathrin Schmidt's Du stirbst nicht (71). Additionally, she emphasizes her goal of highlighting the intricate relationship between the autobiographical and the (auto)fictional, a highly contested, but necessary contemporary debate, to which she contributes with a meticulous discussion of her exemplary texts. Her decision not to proceed chronologically in her analysis of the four texts is clear because of her focus on exploring and theorizing "the relation of the portrayal of illness to the author's own life experience" (33). Thus, her first chapter addresses the boundaries between fact and fiction in Roche's trauma narrative Schossgebete, and she speaks convincingly of an "aesthetics of disgust" (vividly represented in bodily descriptions) that Roche employs to deal with the protagonist's traumatic experiences (34). Schmidt's careful close reading and insightful references to Roche's own life experiences make evident the thin line between the protagonist's and the author's personal experiences. According to Schmidt, this autofictional form lends itself best to the retelling of traumatic experience by the vulnerable subject (author/protagonist). Here one could critically add that clearly identifiable autobiographies enable and empower their authors to narrate their traumata. Analyzing the "autobiographical novel" Du stirbst nicht (66), Nina Schmidt returns to the concept of the stare from disability studies to develop her argument of the successful restoration of the protagonist's self-image (after a brain hemorrhage): because of her illness experience she has become a "staree" (72), but at the same time she begins to stare (back) and recognizes the illusory notion of normality and ablebodiedness. Nina Schmidt establishes an intriguing connection between the protagonist...

A 'new normal' following COVID-19 and the economic crisis: Using systems thinking to identify challenges and opportunities in disability, telework, and rehabilitation.

The novel coronavirus (COVID-19) that emerged in late 2019, and later become a global pandemic, has unleashed an almost unprecedented global public health and economic crisis. In this perspective, we examine the effects of COVID-19 and identify a likely 'new normal' in terms of challenges and opportunities within the fields of disability, telework, and rehabilitation. We use a systems thinking lens informed by recent empirical evidence and peer-reviewed qualitative accounts regarding the pandemic to identify emerging challenges, and pinpoint opportunities related to health and changing employment infrastructure of people with disabilities and rehabilitation professionals. From our interpretation, the key leverage points or opportunities include: (1) developing disability-inclusive public health responses and emergency preparedness; (2) enabling employment and telework opportunities for people with disabilities; (3) addressing the new requirements in rehabilitation service provision, including participating as essential team members in the care of people with infectious diseases such as COVID-19; (4) embracing the added emphasis on, and capacity for, telehealth; and (5) developing greater resilience, distance learning, and employability among the rehabilitation workforce. The COVID-19 pandemic has become increasingly challenging to the lives of people with disabilities and rehabilitation professionals; however, key challenges can be minimized and opportunities can be capitalized upon in order to 'build back better' after COVID-19.

Using a Delphi survey to gain an international consensus on the challenges of conducting trials with adults with intellectual disabilities.

People with intellectual disability experience higher rates of multi-morbidity and health inequalities, they are frequently prescribed medications and more likely to have an avoidable or premature death. There is a recognised lack of randomised controlled trials, and subsequently a lack of evidence base, for many of the interventions and treatments provided to people with intellectual disabilities. Very few disability-specific trials are conducted, and people with intellectual, and other cognitive, disabilities are routinely excluded from mainstream trials. There is an urgent need to facilitate more disability-specific trials or to encourage mainstream trialists to include people with disabilities in their studies. Obtaining a thorough understanding of the challenges inherent in these trials, and sharing this knowledge within the research community, may contribute significantly towards addressing this need. The aim of this study was to explore the practical and methodological challenges to conducting trials with adults with intellectual disabilities and to reach a consensus regarding which are the most important challenges for researchers for inclusion in a resource toolkit. A three-round modified Delphi survey was conducted with a panel of international trials researchers within the intellectual disability field. Items were assessed in terms of the consensus level and stability of responses. A total of 64 challenges and barriers were agreed upon, across all aspects of the trial pathway, from planning through to reporting. Some challenges and barriers had been noted in the literature previously, but many previously uncited barriers (both systemic and attitudinal) were identified. This is the first international survey exploring the experiences of researchers conducting randomised controlled trials with adults with intellectual disabilities. Many of the barriers and challenges reported can be overcome with creativity and some additional resources. Other challenges, including attitudes towards conducting trials with disabled populations, maybe harder to overcome. These findings have implications for conducting trials with other populations with cognitive or communication difficulties. Implications for disability researchers, funding bodies and ethical review panels are discussed.

DISCAPACITAT I APRENENTATGE DE LLENGUA MUNDIAL: ENSENYAMENT INCLUSIU A APRENENTS DIVERSOS

Reviewed by Dámaso Izquierdo AlegríaGRADUN-ICS, Universidad de Navarra, SpainUniversidad Internacional de La Rioja, Spain
 
 This volume deals with a much-needed topic that, unfortunately, has not attracted enough attention in the domain of language learning research: the adoption of inclusive instructional practices to address diverse students’ needs. The authors’ backgrounds and professional experiences perfectly embody an essential aspect in this field: it must be undertaken from an interdisciplinary approach. Sally Scott is a senior researcher of the Association on Higher Education and Disability (AHEAD) with extensive experience with diverse students, including campus disability resource offices; Wade Edwards is a professor of French at Longwood University. They co-directed the Project LINC: Learning in Inclusive Classrooms, focused on the development and implementation of instructional techniques aimed at creating more inclusive foreign language learning environments in higher education. This project has already proved to be very fruitful (Scott and Edwards 2012, Edwards and Scott 2012, Scott, Hildebrandt and Edwards 2013), with influential results about a variety of domains, ranging from the attitudes of students with special needs towards foreign language learning, to the needs of temporary faculty members that may not be fully aware of the protocols and resources offered by their campuses to address the learning process of students with disabilities. One of its major outcomes is a website full of original and already published documents and resources that serve as an invaluable guide to build an inclusive environment in foreign language instruction. Much of their experience in this project and subsequent spin-off research is effectively integrated in this book.
 This book will be interesting and compelling not only for researchers specialized in the field of disability and foreign language learning, but also for many teachers that wish to adopt new inclusive strategies in their courses to foster equitable learning opportunities. Although the book focuses on university settings, many teachers from other instructional contexts will also find many useful ideas.

Evidence‐Based Reviews: How Evidence‐Based Practices are Systematically Identified

AbstractEvidence‐based reviews are a type of systematic literature review used to identify evidence‐based practices. When conducting an evidence‐based review, researchers apply predetermined standards to identify evidence‐based practices—practices that have been shown to reliably improve an outcome for a population of learners, according to evidence from a body of rigorous, experimental studies. In this article, we describe evidence‐based reviews, provide an overview of one set of evidence standards used in special education, and describe important caveats and considerations related to evidence‐based reviews. We conclude with two examples of evidence‐based reviews in the field of learning disabilities. Our take‐home message is that evidence‐based reviews are a trustworthy approach for identifying generally effective instructional practices—but no practices, not even evidence‐based practices, are effective for all learners.

Can point‐of‐care testing improve access to diagnostic screening and testing for people with learning disabilities? Exploring perspectives to improve access and equity

Accessible summary People with learning disabilities, like everyone else, need to have their health checked, but this can sometimes be difficult. We asked people with learning disabilities and the people who look after them what they thought about how they have blood tests done or their hearing checked. We found out the things that make it a positive experience. We learnt that people with learning disabilities and the people who look after them thought point‐of‐care testing would be a good idea. We learnt what things they thought should be put in place to make this type of testing work well for them. AbstractBackgroundPeople with learning disabilities have an increased risk of diabetes, cardiovascular disease and hearing loss. This study explored service users' and health professionals' perspectives and experiences of adopting minimally invasive diagnostic and screening devices, known as point‐of‐care testing (POCT) as a means of improving access and engagement.Materials and MethodsFocus groups and semi‐structured interviews were undertaken with attendees at a nonhealthcare day centre, specialist learning disability clinical network and national leads as well as researchers into learning disability and point‐of‐care issues. Thematic analysis of the data was undertaken.ResultsThere was a lack of awareness and experience of POCT across the users and health professionals. Despite this, on seeing the devices and discussing application there was strong support and acceptability across all participants for their use so long as individual needs were addressed. There was no consistent sense of where this testing should be done but support for the flexibility this could provide in terms of nonmedicalised locations and individual needs. Strategies for success included the use of specific adjustments such as the presence of a known carer, pre‐testing information in an appropriate format and taking into account each individual's preferences.ConclusionsPOCT is considered a viable and useful method for improving access to testing for people with learning disabilities. Adoption barriers in implementation identified as specific to the field of learning disabilities included lack of POCT awareness and diagnostic overshadowing concerns, and adjusting for individualised needs is essential.

Edward Zigler's legacy in the study of persons with intellectual disability: the developmental approach and the advent of a more rigorous and compassionate science

Edward Zigler transformed the science and humanity of the work with persons with intellectual disability. The developmental approach is Ed's great contribution to the field of intellectual disability as it both led to more conceptually compelling and methodologically rigorous science and provided an alternative to the Zeitgeist of segregation, defect, and pathology that had prevailed for decades. In an entirely unique way, the developmental approach allowed a seamless integration of increasingly precise science with concern for the "whole child" and their family. Thus, Ed's legacy led to a discipline in which scholarship and compassion prevail hand in hand as the integrity of science and of the person are mutually informative and interdependent.

A Panel Discussion on Human Factors Considerations for Persons Aging-in-Place with Disability

Persons with disability are living longer and are at risk of experiencing greater disability as a result of additional age-related declines. These individuals, “aging with disability”, could benefit greatly from technology supports – if such supports are designed and developed with their capabilities and limitations in mind. To ensure technology interventions meet user requirements, it is important to identify and implement human factors considerations. This panel brings together leaders at the intersection of aging and disability research, who are members of TechSAge (Rehabilitation and Engineering Research Center on Technologies to Support Aging-in-Place for People with Long-Term Disabilities) – a multi-site, multi-disciplinary research collaboration aiming to understand the complex interaction between age-related changes and disability when designing and developing technology interventions. Specifically, the panel will address four overarching themes, integral to the success of TechSAge: (1) understanding user needs; (2) innovative environmental supports; (3) translational technology interventions; and (4) closing the gap between research and practice. This discussion will highlight the substantial research in the fields of aging and disability, yet emphasize the importance of bridging the gap between these two fields. Human factors, in particular, has potential to contribute much to this area of study, with the potential to improve the lives of older adults with disability wishing to remain longer in their homes of choice.

Facilitating the collective expression of parents of disabled children at a scientific conference

Abstract The European Academy of Childhood Disability is an academic association with over 500 members (health, social work and educational professionals working with children with disability) from some 35 different countries. The Academy wishes to put families at the heart of its agenda. Partnership with families has the potential to improve care and education outcomes and renew practice. It may also facilitate understanding between professionals and families. To this end for the annual conference in Paris a series of structured interactive group activities have been designed to facilitate the sharing of experience and expression of families and to gather their concerns. These activities designed by disability specialists in partnership with family representatives call on small group work “world café” style focus group methodology. They are structured, varied, interactive and take place in a specially organized conference session over 3 hours. Sensitive feedback is provided by experienced pediatricians in the childhood disability field. Parents provide narratives of significant experiences for their children prior to the conference. These are shared in groups of 3. Questions explored include “What matters for the happiness of your children? “Please give examples of things which have happened in your child’s life which seem to be key experiences” Relating to the concept of F-words, (Rosenbaum, Gorter, 2011) parents have also been asked to consider different dimensions of their children’s well-being such as friendship, functioning, fitness, family, fun, and future. Group discussions are noted, recorded, retranscribed and analysed allowing, the gain of insights and providing possible building blocks for professional training. Such qualitative data allows new topics and research on a joint family-professional agenda to emerge. These may be tackled at future conferences thus building bridges between specialists and families.

Mobile Bodies: Reimagining Design Through a Dance Lens

This article delves into the ways in which dance practice revises traditional approaches to assistive technology design, adding a productive dimension to current momentum in the design field at large. Based upon research with dancers who have disabilities that was approved by an Institutional Review Board, as well as practice-based research, the author examines the art of dance as a catalyst for reframing design thinking for assistive technology. Specifically, attention is drawn to the interpersonal and embodied facets of assistive technology. This research-based analysis expands the creative landscape in design thinking through attending to the disabled dancing body while carving an innovative space for dialogic intersections between the fields of dance, disability, and assistive technology design.

New approaches to the early recovery of children with various forms of cerebral palsy

The disability of children with cerebral pathology ranks first in the field of child disability in terms of neurological profile. To develop a new special algorithm for early rehabilitation of children with various forms of cerebral palsy (CP). We examined 35 children aged 2 to 6 years with various forms of CP. All children with CP received basic therapy, massage, and physical therapy for 10 days. The control group (22 children), we continued to engage only at home. we tested and rejected the most effective points of influence, in total over 50 for various parts of the body. At the initial stage of cerebral palsy treatment is a positive result after a relaxing mass of relaxing exercises. With the help of a planned set of exercises aimed at developing sensations, it is possible to improve the state of the motor sphere in a child with a defect in the nervous system. We are engaged in relatively easy learning exercises that require continuous movement. And with the astatic form, short-term exercises, which make it possible to rest more often between exercises. Atonic form put forward several other problems. Children with this form of paralysis especially suffered from exercises to maintain balance. A variety and innovations in conducting classes were updated and repeated to consolidate the successes achieved. The introduction of new approaches in complex therapy CP allows for rehabilitation in accordance with multidisciplinary approaches, providing a positive impact on its effectiveness and improving the physical capabilities of patients.

برنامج التربية الخاصة وأثره في إکساب الطالب – المعلم المعايير المهنية لمعلمي التلاميذ ذوى الإعاقة الفکرية

هدفت الدراسة إلي التعرف علي مدى تشبع برنامج التربية الخاصة (مقررات التربية الخاصة) بالمعايير المهنية لمعلمي التلاميذ ذوى الإعاقة الفکرية من وجهة نظر الطالب – المعلم، وهل يختلف اکتساب الطالب – المعلم بمسار الإعاقة الفکرية في برنامج التربية الخاصة للمعايير المهنية باختلاف المعدل الدراسي، ودرجة الرضا عن الدراسة. تکونت عينة الدراسة من (85) طالبا - معلما في مسار الإعاقة الفکرية خلال العام الجامعي 2018/2019، استجابوا على قائمة المعايير المهنية لمعلمي التربية الفکرية، وقائمة درجة الاستفادة من مقررات برنامج التربية الخاصة. وباستخدام المنهج الوصفي التحليلي، توصلت الدراسة إلي العديد من النتائج، أهمها أن أکثر المعايير تشبعا ببرنامج التربية الخاصة بالترتيب ما يلي: أعرف المفاهيم والأسس التي يرتکز عليها تخصص التربية الخاصة، أعرف المفاهيم الأساسية للإعاقة الفکرية، أعرف الخصائص العامة للطلاب ذوي الإعاقات الفکرية، في حين أن أقل المعايير تشبعا ببرنامج التربية الخاصة بالترتيب ما يلي: أستطيع تطبيق استراتيجيات تنمية المهارات الاستقلالية لدى الطلاب ذوي الاحتياجات التربوية الخاصة، أستطيع توظيف البرامج السلوکية لذوي الاحتياجات التربوية الخاصة. ومن جانب آخر، يوجد عدد من المقررات استفاد منها الطلاب بشکل أکبر مثل : التدريب الميداني في مجال الإعاقة الفکرية، دراسة حالة في مجال التخصص، مشروع تخرج في مجال ذوي الإعاقة الفکرية، مقدمة في التربية الخاصة، اضطرابات التواصل. في حين يوجد عدد من المقررات التي استفاد منها الطلاب بشکل أقل، مثل: مقدمة في علم وظائف الأعضاء، الأنظمة والتشريعات في التربية الخاصة، مصطلحات وقراءات في التربية الخاصة باللغة الإنجليزية، التطبيقات العلمية لأبحاث التربية الخاصة، انتاج مواد وتقنيات تعليمية، الإعاقات المتعددة، الإعاقات الجسمية والصحية. وکان من نتائج الدراسة -أيضا- وجود فرق دالة إحصائيا بين متوسطي درجات الطلاب - المعلمين على قائمة المعايير المهنية وفقا للمعدل التراکمي، وذلک لصالح الطلاب - المعلمين ذوي المعدل التراکمي الأعلى من ٤.٥، ووجود فرق دال إحصائيا بين متوسطي درجات الطلاب- المعلمين على قائمة المعايير المهنية وفقا لمتغير الرضا عن المقررات الدراسية، وذلک لصالح مستوى راض مقارنة بمستوى غير راض. Special Education Program and its effect on the student-teacher acquisition of professional standards for teachers of students with intellectual disabilities Abstract The study aimed at identifying the saturation of the special education program (special education courses) with the professional standards for teachers of students with intellectual disabilities from the viewpoint of student-teacher , and does the acquisition of student-teachers in the course of intellectual disability in the special education program for professional standards differ according to the academic rate and degree of satisfaction about studying. The sample of the study consisted of (85) student-teachers in the course of intellectual disability during the academic year 2018/2019, who responded to the list of professional standards for teachers of intellectual education, and the list of the degree of benefit from the courses of the special education program. Using the descriptive analytic approach, the study reached many results, the most important of which are that the most saturated criteria in the special education program in the following order: I know the concepts and foundations that underlie the special education specialization, I know the basic concepts of intellectual disability, and I know the general characteristics of students with intellectual disabilities, while the lowest saturated criteria in the special education program in the following order: I can apply independent skills development strategies for students with special educational needs, and I can apply behavioral programs for those with special educational needs. On the other hand, there are a number of courses that students have benefited most from, such as: field training in the field of intellectual disability, case study in the field of specialization, a graduation project in the field of intellectual disabilities, introduction to special education, and communication disorders. While there are a number of courses that students have benefited to a lesser extent, such as: Introduction to physiology, regulations and legislation in special education, terms and readings in special education in the English language, scientific applications for special education research, production of educational materials and techniques, multiple disabilities, and Physical and health disabilities. The study also found a statistical significant difference between the average scores of student-teachers on the list of professional standards according to the cumulative average, for the benefit of student-teachers with a cumulative average higher than 4.5, and a statistical difference between the average scores of student-teachers on List of occupational criteria according to the variable of satisfaction with the courses, in favor of a satisfied level compared to a dissatisfied level.

Difficulties and reasonable adjustments carried out by Spanish faculty members to include students with disabilities

This study focuses on the experience of 20 Spanish faculty members who teach students with disabilities. We conducted semi‐structured individual and group interviews, and analysed the data using an inductive system of categories and codes. The results of this work describe the difficulties that faculty members encountered when including students with disabilities, and how they attended, through reasonable adjustments, to the educational needs of their students. Their testimonies produced a profile of professionals who recognise their own shortcomings while valuing the actions that they have undertaken in order to meet the needs of their students. From their perspective, these actions were more closely linked to their own willingness and the students’ efforts than to the training they had received on disability. In this sense, the present study shows that universities must provide more meaningful training in the field of disability and make firm institutional commitments to supporting their faculty members.

The Unfulfilled Promise of the N170 as a Social Biomarker

BackgroundGreater affordability and accessibility of noninvasive brain imaging techniques have led to an increased interest in identifying biomarkers of various cognitive processes, particularly in the field of neurodevelopmental disabilities. Autism spectrum disorder (ASD) is one area of research in which strong claims in support of brain-based biomarkers, such as the face-sensitive N170 event-related potential response, are currently emerging. This study systematically examined the possibility of the N170 amplitude and latency measures serving as a biomarker of social information processing in ASD. MethodsThe N170 response to faces and houses was recorded during passive picture viewing in 77 children with ASD, 7 to 16 years of age, at 2 time points (before and after a social skills intervention) 3 months apart. Social functioning was assessed using standardized behavioral tests, caregiver reports, and observational measures of naturalistic social interactions. ResultsThe results replicated prior findings of larger N170 amplitudes in response to faces than to houses, but the associations with the behavioral measures of social functioning were modest and not consistently present across the 2 assessment time points. Neither the amplitude nor the latency of the N170 response to faces was sensitive to the effects of a social skills intervention that produced behavioral improvements. ConclusionsThe N170 is a reliable event-related potential response reflecting the sensory-perceptual stage of face processing, but it does not fit the definition of a biomarker of social deficits in ASD because it is not sufficiently informative about heterogeneity of social functioning and is not sensitive to treatment effects.

Links between mental disorders and the use of disability allowances and services in France

The French social system offers many kinds of allowances and support (in work, everyday life and social life fields) to persons with disabilities. People with severe mental disorders are often considered as having less access than other disabled persons to the various forms of compensation offered by the national solidarity system. Purpose of research : Our objective was to study, for people with diverse kinds of mental disorders, those who are frequent users of support devoted to disability. By proceeding to an ascending hierarchical classification from the data of the Disability and Health National survey of 2008-2009 and by studying the characteristics of these groups with regards to the available resources of the disability field we wished to clarify the determinants of recourse. Two groups who very frequently have both various kinds of mental disorders (including mental retardation) and physical disorders have a very high rate of using solidarity support linked to disability. A third group, whose recourse to the field of the disability system is less high without being negligible includes people with different medical and social profiles, having signs of social difficulties and physical troubles which may precede or follow their mental problems instead of belonging to a same complex pattern. This self-reported data survey inevitably comprises approximate data as regards to diagnoses and impairments, but no other survey brings such diversified information and it usefully highlights that people with mental disorders should not be considered has having only mental disorders as long as they use the French disability system.

Physical activity and sedentary behaviour in children with spina bifida.

To describe active and sedentary time in children with spina bifida and to compare their physical activity on weekdays versus weekends. In this exploratory cross-sectional study, data from 13 Canadian and 22 Dutch children with spina bifida (14 females, 21 males; mean age 10y 11mo, standard deviation [SD] 3y 6mo, range 5y 6mo-18y; Hoffer classification distribution: community [n=28], household [n=3], non-functional [n=3], and non-ambulator [n=1]) were analysed. Objective measures of physical activity and sedentary behaviour were obtained by using ActiGraph or Actiheart activity monitors. Data for the participants wearing the ActiGraph were compared with age- and sex-matched controls that were developing typically using independent-samples t-tests. Activity data collected on weekdays was compared to those on weekends. ActiGraph data demonstrated children with spina bifida spent more time sedentary (mean [SD] 49.5min/h [5.78]) and less time in moderate to vigorous physical activity (mean [SD] 2.33min/h [1.61]) compared with the typically developing group (mean [SD] 41.0min/h [5.76] and 5.46min/h [2.13], p=0.001 and p<0.001 respectively). For both ActiGraph- and Actiheart-derived data, physical activity and sedentary time were not significantly different between weekdays and weekends. Children with spina bifida have reduced levels of physical activity and increased sedentary behaviour, with no statistical differences seen between weekdays and weekends. Several methodological issues related to activity monitoring warrant consideration when choosing the appropriate method to quantify physical activity and sedentary behaviour. Reduced levels of physical activity and sedentary time were quantified in children with spina bifida. Objective quantification of physical behaviour in ambulatory and non-ambulatory school-aged children with spina bifida is possible.

Involvement of Students With Severe Disabilities in Specialized Health Care Procedures

A recommended practice in the field of severe disabilities is involving students in their specialized health care procedures; however, little is known about how this practice is occurring in schools. The purpose of this qualitative multiple-case study was to understand how secondary-age students with severe disabilities are involved in their specialized health care at school. Purposeful sampling resulted in nine cases and a total of 41 participants. A case comprised a secondary-age focus student and the student’s parent(s), special education teacher, school nurse, and classroom nurse or paraprofessional. Data sources were observations, interviews, and document reviews. The researchers analyzed the data using an iterative inductive coding approach for each individual case to identify patterns in the data followed by a cross-case synthesis using visual matrices to identify salient themes across cases. This process resulted in four themes depicting how students were involved in their specialized health care at school, which were (a) partially participating, (b) interacting with adults, (c) engaging in risky behaviors, and (d) passively participating. The findings from this study highlight a need for improved attention to the promotion of self-care in specialized health care for this population.

The gap between theory and practice: using cultural brokering to serve culturally diverse families of children with disabilities

Cultural brokering is one promising approach to support culturally diverse families and their children with disabilities who have divergent identities and needs. This qualitative case study examined the application of a cultural brokering model in a statewide family support program in the United States serving culturally diverse families of children with disabilities. Interviews with cultural brokers and key informants in the disability field were utilized to identify the critical roles of cultural brokers, challenges in cultural brokering and strategies for being effective cultural brokers. Gaps between theory and practice were uncovered in the understanding of cultural brokering as well as the design of a cultural broker program. Implications for community human service providers are discussed to help them effectively implement cultural brokering in community services.

What are neurodevelopmental disorders?

The purpose of this review is to highlight the origin and evolution of the field of neurodevelopmental disabilities and describe the main construct(s) upon which the current classification of neurodevelopmental disorders is based. We address the following questions: Are neurodevelopmental disorders independent entities? Why is it desirable to understand the neurobiological substrate for these disorders? What new knowledge have we generated by leveraging advances in neuroscience, genetics, and neuroimaging? And finally, is the current construct, that is based on functional classification, still useful? As our biological understanding of brain-behavior disorders evolves, we ought to re-evaluate the current classification system and expand it into a multidimensional classification that takes into account behavioral profiles and underlying mechanisms.