Full Participation In Society Research Articles

“We Realized That Institutions Are Not Prepared”: Strategies and Challenges in the Filiation Processes of Lesbian-Parent Families in Chile

This study examines the experiences of lesbian-parent families in Chile regarding the civil registry and the registration of their children, highlighting how heteronormative structures persist despite significant legislative advancements. Through semi-structured interviews with lesbian mothers, it explored how the policies and practices occurring at the civil registry affect their rights and legal recognition. The qualitative data analysis revealed significant barriers in the filiation processes due to outdated forms and lack of training among officials, reflecting a disconnect between progressive legislation and its practical implementation. The findings indicate that while there is growing social recognition of family diversity, lesbian-parent families face institutional discrimination, limiting their full participation in society. These barriers not only perpetuate occupational injustices but also negatively affect the emotional and social well-being of these families. This study underscores the need for legislative and administrative reforms to ensure effective inclusion and recognition of lesbian-parent families, recommending policies that update administrative processes to reflect the realities of all families adequately. The research highlights the importance of continuous education and awareness for civil registry workers, ensuring that existing laws are applied fairly and equitably.

Framework for a Research-Based and Interdisciplinary Use of Sensors in Elementary Teacher Education.

Sensors should be integrated into teacher education, as they are essential tools in the digital practices needed for full participation in society. Electronic sensors can be used as laboratory/scientific tools, as everyday mobile learning tools, and as epistemic mediators in several scientific fields, as well as in interdisciplinary approaches. In this way, electronic sensors can play multiple roles in the main dimensions of teacher education. The aim of the research presented in this paper was to create a framework for the research-based and interdisciplinary use of sensors in elementary teacher education, based on the thematic analysis of seven case studies implemented in Portugal. The thematic categories used in the cross-case analysis were fundamental in revealing the different roles played by sensors in the different phases of the didactic sequences of the cases. Subsequently, the thematic analysis made it possible to identify patterns of affordances of sensors and to relate the multiple roles of electronic sensors to different areas of the Portuguese elementary teacher education model. The research synthesis made it possible to outline the framework perspectives. The resulting framework systematized and highlighted the affordances of sensors in pre-service and in-service elementary teacher education as scientific, epistemic, interdisciplinary, and didactic mediators. These affordances were revealed to be particularly important in data-driven inquiry problem-solving, pedagogical content knowledge, and professional knowledge development. The framework created can be expanded in future related research.

ANALISIS YURIDIS PEMENUHAN HAK PELAYANAN PUBLIK BAGI PENYANDANG DISABILITAS KABUPATEN JEMBER

Public transportation plays a crucial role in the social and economic structure of cities worldwide by providing access to various services and activities. An efficient transportation system supports mobility in employment, education, healthcare, and recreation, and contributes to inclusive and sustainable urban development. However, individuals with disabilities often face barriers to accessing public transportation, both physical, such as the lack of disability-friendly facilities, and non-physical, such as insufficient staff training and supportive policies. These limitations hinder full participation of individuals with disabilities in society and widen the gap in life opportunities. In Indonesia, issues of inclusion and accessibility for people with disabilities are central to human rights and social justice discourse. Although legislative progress has been made, field practices often remain suboptimal. Regulations such as Article 12 (e) of Regional Regulation No. 7 of 2016 and Law No. 8 of 2016 on Persons with Disabilities provide a legal framework for accessibility, yet implementation on the ground still faces gaps. This study highlights the importance of improving legal protection and enhancing accessibility at public transportation stops in Jember Regency, aiming to identify barriers faced by people with disabilities and provide a basis for advocating for more inclusive policy and infrastructure changes. This research underscores that improving accessibility not only meets practical needs but also ensures recognition and protection of the legal rights of people with disabilities for equal mobility and full participation in society.

A bilingual-bicultural literacy programme for deaf learners in Namibia

The poor academic performance and literacy level of deaf learners in Namibia are a major concern, and it is necessary to understand the center of the situation. Even though deaf learners can become proficient readers and writers, the challenge remains in finding an appropriate instructional approach to attain these results. This presents an even greater challenge, as deaf learners not only differ from their hearing peers, but also significantly differ from one another in terms of their various familial and social contexts, language use, and overall holistic development. The Bilingual-Bicultural approach is considered a good approach for teaching deaf learners, and it offers them the chance to become biliterate; therefore this study explored the impact of a Bilingual-Bicultural literacy program on 41 d/hh learners (age = 7-13 yrs). Through a one-group pre-test post-test design, a group of participants were pre-evaluated, followed by an intervention and post-evaluation. The intervention's main goal was to implement practical teaching strategies using a Bilingual-Bicultural teaching approach that can reduce the delay and gap in language learning and literacy for deaf learners. Results from t-tests calculated to determine the statistical significance of the pre and post-test with regard to the total scores and all the sub-tests for NSL as well as Written English skills indicated significant results (p< 0.05). The study offers insight into the psychology of teaching deaf learners while also advancing the theory and application of the Bilingual-Bicultural approach. Additionally, it promotes debate of the best practices for ensuring that deaf learners receive a quality education and full participation in society.

Developing Client Self-Advocacy in Occupational Therapy: Are We Practicing What We Preach?

Developing client self-advocacy is in occupational therapy's (OT) scope of practice; however, there is limited understanding of if, or how, occupational therapists learn about self-advocacy interventions as well as implement self-advocacy into clinical practice. This study sought to identify if and how therapists learn about self-advocacy intervention approaches and identify if and how therapists implement self-advocacy into their work with clients. A survey was distributed via email to academic and professional listservs in the United States, and data were collected using REDCap survey software. Descriptive statistics were analyzed data using REDCap/SPSS. Comparative statistics, Kruskal-Wallis's tests, Chi-square tests for independence, and Pearson's correlation tests analyzed differences across groups of respondents. Practicing and licensed occupational therapists (n = 138) across the United States completed the survey. Findings indicate a majority (59.5%) of occupational therapists not learning strategies for addressing or developing client self-advocacy. Of significance, 21.7% of participants had never been exposed to concepts of client self-advocacy in academic or clinical education. Practitioners who did address self-advocacy did so indirectly through teaching-related skills (76.6%). Many clients of OT will need self-advocacy skills in order to address issues of exclusion and discrimination that prohibit full participation in society. Occupational therapists must prioritize incorporating client self-advocacy into curricula and clinical practice.

PHILOSOPHICAL FOUNDATIONS OF FOSTERING INCLUSIVITY AND EMPOWERMENT FOR PHYSICALLY CHALLENGED INDIVIDUALS THROUGH ETHICAL LEADERSHIP AND COMMUNITY ENGAGEMENT IN UNDERSERVED AREAS IN THE U.S

This concept paper delves into the philosophical underpinnings of fostering inclusivity and empowerment for physically challenged individuals in underserved areas of the United States. It outlines a framework centered on ethical leadership and community engagement as catalysts for meaningful change. At its core, this paper recognizes the inherent dignity and rights of every individual, regardless of physical ability, and seeks to address the systemic barriers that impede their full participation in society. By embracing principles of inclusivity and empowerment, we aim to create environments where all members feel valued, respected, and equipped to thrive. Through ethical leadership, characterized by integrity, empathy, and accountability, we propose to drive institutional and societal transformations. Leaders must not only champion the cause of inclusivity but also actively engage with diverse stakeholders to understand their unique needs and perspectives. This approach fosters a culture of collaboration and mutual respect, laying the groundwork for sustainable progress. Community engagement plays a pivotal role in this endeavor, as local contexts shape the experiences and opportunities available to physically challenged individuals. By mobilizing communities to co-create solutions and leverage existing resources, we can ensure that interventions are tailored to specific needs and yield tangible outcomes. Empowering communities to take ownership of inclusion initiatives promotes sustainability and fosters a sense of collective responsibility. Moreover, this paper underscores the ethical imperative of prioritizing the voices and agency of physically challenged individuals themselves. Their lived experiences serve as invaluable insights, guiding the development and implementation of inclusive policies and practices. By centering their perspectives, we honor their autonomy and dignity, while also fostering a culture of empathy and solidarity. This concept paper advocates for a holistic approach to fostering inclusivity and empowerment for physically challenged individuals in underserved areas of the U.S. By embracing ethical leadership principles and engaging communities as active partners, we can dismantle barriers, cultivate belonging, and unlock the full potential of every individual, creating a more just and equitable society for all.
 Keywords: Physical, Involvement, Individuals, Inclusion, Challenge, Diversity.

ORGANIZATION OF WORK IN EDUCATIONAL INSTITUTIONS FOR CHILDREN WITH SEN WITH DISTANCE EDUCATION (FROM WORK EXPERIENCE)

The article proves the necessity of ensuring quality education and its accessibility for all segments of the population, for children with special educational needs, in particular. Attention is focused on the organization of psychological assistance, increasing the level of social and psychological support, solving problems that may become obstacles in further adult life, and finding new methods for people with special educational needs during distance education. Examples of the organization of work with students with special educational needs in the Communal Institution "Pokotyliv Lyceum No. 2" of the Kharkiv region are given. The cooperative work of this educational institution with the Information and Resource Center "Without Barriers" of the Scientific and Technical Library of the National Technical University "Kharkiv Polytechnic Institute" was noted. It is emphasized that persons with special educational needs receive high-quality general and professional education is one of the main and integral conditions for their effective socialization, ensuring full participation in society, successful self-realization in various types of professional and social activities.

Integrating Irish health care: How can we use the United Nations Convention on the Rights of Persons with Disabilities and Nine Pillars of Integrated Care?

Introduction: Over 1 billion (15%) of the world’s population are estimated to experience some form of disability, of whom up to 190 million people live with significant difficulties in functioning, often requiring health care services.
 Despite a myriad of policies and research, disabled people globally continue to be denied their human rights and face enduring barriers to full participation in society.
 The United Nations Convention on the Rights of Persons with Disabilities (UN CRPD) is an International Treaty setting out legal obligations on States to promote and protect the rights of persons with disabilities. It provides a unique opportunity to improve the quality of life of all disabled people. The convention identifies that disability arises as a result of barriers in society, including negative attitudes, inappropriate or inaccessible services that result in discrimination against persons with disabilities. The convention includes persons who are or will require Integrated Care. A number of the fifty Articles of the Convention are relevant as a framework to guide the implementation of Integrated Care for and with persons with disabilities. The aim of this workshop was to seek to understand how UNCRPD articles and the IFIC 9 pillars might inform priorities for integrated care.
 Methods: Led and co-designed by people with disabilities, a workshop was held to seek to understand from a broad audience how to use the UNCRPD to frame integrated health care in Ireland in parallel with the IFIC 9 pillars of integrated care.
 The workshop used a World Café methodology, a participatory multi-stakeholder action research process that takes place in a cafe style setting and supports the development of collective knowledge among individuals and communities to address shared problems.
 Participants were allocated into four groups to discuss the following four questions under the guidance of facilitators -
 1.In the context of the UNCRPD and the IFIC 9 pillars of integrated care what are the top 3 priorities to be addressed for people with disabilities across Ireland?
 2.What is currently happening in advancing integrated care for people with disabilities in Ireland?
 3.What would a successful, innovative integrated care system for people with disabilities in Ireland look like?
 4.What are the top 3 solutions you would like to see and work to see implemented immediately?
 Feedback and perspectives were captured on post-it notes and flipcharts and subsequently collated by facilitators. Data were reviewed, and a thematic analysis was conducted.
 Results: There were 20 participants from diverse backgrounds, including experts by experience, disabled persons organisations, academia and health services. Four key themes were generated through inductive thematic analysis: 1) the importance of co-production, 2) the need for equity as opposed to equality, 3) the need for data collection, sharing and knowledge mobilisation and 4) the need for a socioecological integrated care system for people with disabilities.
 Conclusions: Having policies and conventions, and models for the rights of persons with disabilities is not sufficient to ensure implementation. Successful implementation of integrated care needs enablers, including co-production of initiatives with persons with disabilities.

Moving Beyond the Basics of the ADA and Section 504: Opportunities for Equitable and Inclusive Access to Law Libraries, Collections, and Services

The law library plays a role in the lives of people with disabilities by facilitating their full participation in society. Providing equitable access for persons with disabilities to library facilities and services is required by Section 504 of the Rehabilitation Act of 1973 (Section 504), applicable state and local statutes, and the Americans with Disabilities Act of 1990 (ADA). The ADA was created to eliminate discrimination in many areas, and most libraries are covered by the ADA’s Title I (Employment), Title II (Government Programs and Services), and Title III (Public Accommodations). Section 504 is another federal law designed to protect the rights of individuals with disabilities in programs and activities that receive federal financial assistance from the U.S. Department of Education. Recipients of this federal financial assistance include institutions of higher education. This article provides a brief overview of the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, and why law libraries must comply with these laws to provide equitable access for persons with disabilities. Although the traditional view of access is defined as physical access to the library or the building it resides in, this article asserts that equitable and inclusive access to the law library should be aligned with the expectations of the ADA and Section 504. Law libraries should employ a more holistic approach and reexamine how they define and apply accessibility to their collections, programs, and services.

Smart Stick for Visually Impaired Persons

Millions of people worldwide have visual impairments, and integrating them into society is a crucial ongoing goal. To support their quality of life, various guidance systems have been developed, often for specific purposes. However, these solutions can significantly enhance the mobility and safety of visually impaired individuals. To address this, a vision-based platform using Python and OpenCV library functionalities has been developed to recognize real-world objects indoors and outdoors. YOLO is a novel approach to object detection that has been used in the software. The image is transformed into a scan image for further interpretation of its contents. Efforts continue to support visually impaired individuals and enable their full participation in society. The detected image is scanned and fed into Tesseract OCR for conversion to text. Additionally, By using OCR and NLP (Natural Language Processing), blind persons can read newspapers.

Towards inclusive transport: The responsiveness of intercity bus services to the needs of people with disabilities in Tamale, Ghana

AbstractPeople with disabilities (PWDs) have an equal right to independent mobility and dignified involvement in society, which is intrinsically related to their access to inclusive public transit systems. Yet, very often PWDs face injustices of unequal mobilities emanating from a combination of access barriers. Based on qualitative interviews and Focus Group Discussions with PWDs and station managers, this exploratory study assessed the responsiveness of public intercity bus services to the needs of PWDs with vision, hearing and walking/climbing difficulties. The findings show that, despite the Persons with Disabilities Act's passage in 2006, intercity public bus transportation services in Tamale, Ghana, do not meet the needs of PWDs. Intercity bus stations and vehicles are not disability‐friendly, leading to people with disabilities facing severe discrimination and having a more difficult time using intercity bus services. This is due to a combination of environmental barriers, legislative/policy inadequacies, negative public attitudes and low compliance of transport operators to transport provisions in the Disability Act. PWDs express deep‐seated feelings of marginalisation and resentment about the uneven access to transport services and the violation of their rights to autonomy in movement. It is concluded that the journey experiences of PWDs have a significant adverse influence on their travel decisions and full participation in society. Hence, suggestions for further research and policy recommendations to promote inclusive transport systems have been proffered.

TRANSPORTATION BARRIERS CONFRONTED BY MOBILITY-CHALLENGED TRAVELLERS IN KLANG VALLEY

Accessibility enables individuals' full participation in society, which results in social justice and equity, thus promoting social sustainability. However, research indicates that physical barriers in the built environment impede disabled people, resulting in marginalisation when their inclusion is tied to physical space. Commonly, accessibility of the built environment is evaluated using an access audit with a predetermined checklist. Little effort has been made to explore disabled people's life experiences accessing the city centre. This qualitative study involves twenty go-along interviews with mobility-challenged travellers to learn about their experiences using land transportation from around Klang Valley to Kuala Lumpur city centre. Mobility-challenged travellers, notably wheelchair users, still need help to reach their destination with the current transportation services. In general, transportation use in Klang Valley has several issues, including the lack of accessible facilities and lack of safety concerns from service providers. These issues have psycho-emotional impacts on disabled people.

How does my library support accessibility? Let me count the ways

Libraries have a responsibility to be inclusive and supportive of all library users. To meet this responsibility, libraries should break down barriers that prevent library users from full participation in society. Because one in four American adults lives with a disability, the impact on their use of library services should be considered. The following six articles are quality examples of research examining the work being done by libraries as they bring the needs of library users with disabilities to the forefront.

We Still Can't Wait

The summer of 2021 Editor's Message, “Why We Can't Wait,” highlighted health disparities that the COVID-19 pandemic only increased. We called on clinicians to advocate for health equity and for researchers to investigate the effect of health disparities in rehabilitation. Rehabilitation Oncology announced a call for papers for a special issue in 2023 focusing on health disparities in cancer rehabilitation and sought original research examining gaps in access, quality, and affordability of rehabilitation as well as the effect of disparities on disability. It is now 2023. We may have emerged from the strict confines of the pandemic; we may be emerging from our stay-at-home lives and have moved toward full participation in society. We may be going to work and seeing patients in person, enjoying dinner out with our friends and families, and we might be thinking the pandemic is retreating in the distance. But this retreat is not enjoyed equally by all. It is not true for those still unable to access care or only can access care of lesser quality or quantity. Health disparities persist despite the attention brought by the pandemic. Although we had hoped to provide our readership with a special issue that focused on this critical issue, our call for papers was met with a feeble response. The Rehabilitation Oncology Editorial Board met to discuss why this may have happened. The reasons likely vary—from inability to access data to burnout (unable to deliver a manuscript within the time frame required). While some may have wished to contribute, busy schedules that have only seemed to continue and intensify post–COVID-19 did not allow some to be able to prioritize the importance of this solicitation. But ultimately, we believe the reason we cannot deliver for our clinician community is because there is a relative dearth of research focused on health disparities in cancer rehabilitation. Given the statistics—nearly 2 million people are diagnosed with cancer each year in the United States, more than 18 million are surviving cancer,1 and documented evidence that survival rates and quality of life are lower in underrepresented minority groups2—one wonders why is this? There is a bit of shame as well. We can and should be doing more and doing better. Burnout is real. Competing priorities are real. But ultimately, to those in underrepresented groups receiving a different care experience, it does not matter. Our profession is not stepping up to meet the needs of those in our community and we must do better. Please read the 3 pieces in this issue that do provide insight into health disparities—from our guest Letter to the Editor about the cancer experience to a systematic review focused on the disparities among the frail elderly persons with cancer when addressing pain, and an excellent perspective providing an example model of how to address disparities at the local community level. Clinicians, ask yourselves what you can do. Researchers, find ways to investigate barriers to care so that our profession can find ways to dismantle them. All of us have a responsibility to address this critical issue.

Disability and violence: Urgent call for data to achieve equity

Disability and violence: Urgent call for data to achieve equity

Inclusive Education


 
 
 Schools and other learning environments have increasingly promoted equal educational opportunities among all students in recent years to create more inclusive learning environments. Inclusive education has impactful benefits on all students, not just those with diverse needs, as it is "the gateway to full participation in society" (United Nations, n.d, pg. 3). However, barriers to inclusion such as staff training and funding are necessary to consider in order to create and maintain meaningful, inclusive learning environments. In order to overcome these barriers to inclusive education, educators have been encouraged to integrate aspects of both Universal Design for Learning (UDL) and Differentiated Instruction (DI) to maintain the least restrictive environment while tailoring to individual student needs. The integration of UDL principles into classroom/learning environments promotes inclusion through supports for all students, including those with diverse needs. Educators can utilize strategies like the Three-Block Model of Universal Design for Learning (TBM) and ADAPT to aid them in the integration of UDL.
 
 

Do transport professionals GET IT? The Gender Equality Toolkit in Transport

It is well documented that transport accessibility and mobility is not gender-neutral. Research has shown that when gender is not explicitly considered during transport planning and design processes the outcomes are more likely to disadvantage women. Without adequate transport provision, women's full participation in society is restricted. As a sector, we have a responsibility to respond to these challenges to ensure that transport systems and the associated infrastructure are accessible, safe, attractive and easy to navigate for all users. In response to this challenge, the Gender Equality Toolkit in Transport (GET IT)† has been created. The GET IT aims to inform transport professionals how the work that they do impacts women's mobility and to provide a resource to encourage them to be gender-responsive, to ultimately create gender-inclusive transport systems.

2 Estimating the Impact of Menstrual Poverty on Adolescents in Nova Scotia

Abstract Background Menstrual poverty is defined as the inability of people who menstruate to obtain menstrual products due to financial burden. The impact of menstrual poverty on adolescents is unknown. Objectives This study aimed to estimate the impact of menstrual poverty on adolescents who reside in Nova Scotia (NS), Canada. Design/Methods The authors developed a web-based, 25-item questionnaire, the adolescent Menstrual Poverty Questionnaire (aMPQ), and distributed it via social media. Adolescents who were less than 18 years of age, English-speaking, and living in NS were eligible to complete the survey. Data were analyzed using descriptive analysis. 420 adolescents completed the survey, with a mean age of 16.1 years (14.4 – 17.9 years). Results Results revealed that 65% of respondents do not always have enough money to buy menstrual products. This led to unsafe menstrual hygiene practices including using alternatives for menstrual products (e.g., rags), washing disposable menstrual products, and/or wearing products for longer than intended. 40% of respondents reported a lack of affordability of menstrual products as a cause for school absenteeism and lack of participation in sport/social activities. 70% of respondents feel embarrassed to ask for products even when they are provided for free, and almost all supported the idea of having freely available menstrual products in public washrooms. Conclusion This study determined that menstrual poverty impacts adolescents in Nova Scotia. To address menstrual poverty, menstrual products should be freely available in all public washrooms, as this will provide unrestricted access to menstruators and promote their full participation in society.

Income assistance use among young adults who were in British Columbia special education: A longitudinal cohort study.

BackgroundPersons with disability (PWD) experience disproportionately high poverty rates in Canada. This trend is apparent especially among youth compared to those who develop disabilities later in life. PWD in poverty have additional needs that increase barriers to full participation in society and translate to higher basic costs for daily living. Despite the existence of income assistance programs in Canada to mitigate income inequalities faced by PWDs, access to these programs can be limited.ObjectiveTo describe use of income assistance for young adults with disability in British Columbia for the development of potential approaches to improve realized access to these programs.MethodsWe conducted a population-based retrospective cohort study using British Columbia linked administrative data. We described differences in income assistance use among PWD by the level of special education funding received during primary school education (from most to least; Level 1, Level 2, Level 3, Unfunded, and no special education) and family composition. We also provided longitudinal patterns of income assistance use.ResultsOf 218,324 young adults, 88% received no special education, 0.1% used Level One, 1.6% used Level Two, 2.9% used Level Three, and 7.1% used Unfunded special education coding. Young adults with Level One special education funding had the highest rates of hospitalizations and continuing care, with no hospitalization due to homelessness. Those with Level Three special education coding had higher rates of hospitalization and hospitalization due to homelessness than Level Two young adults. When transitioning to adulthood initially, Level One and Two funded individuals used relatively more disability income assistance than individuals from the other funding levels. Nearly all BCEA users with higher funded special education codes used this disability-specific program, while lesser funded special education codes used the Temporary Assistance more frequently, for a longer duration and were more likely to be persistent Temporary Assistance users.ConclusionsSustainable and reliable access to income assistance programs remains an issue across the heterogeneity of needs faced by young adults with disability.

Estimating the impact of menstrual poverty on adolescents in Nova Scotia.

Menstrual poverty is defined as the inability of people who menstruate to obtain menstrual products due to financial burden. The impact of menstrual poverty is not well studied in developed countries. This study aims to estimate the impact of menstrual poverty on adolescents who reside in Nova Scotia (NS), Canada. A web-based, 25-item questionnaire, the adolescent Menstrual Poverty Questionnaire (aMPQ), was developed and distributed via social media. Adolescents less than 18 years of age, English-speaking and living in NS were eligible to complete the questionnaire. Data were analysed using descriptive analysis. Four hundred and twenty adolescents completed the questionnaire, with a mean age of 16.1 years (14.4-17.9 years). Results revealed that 65% of respondents do not always have enough money to buy menstrual products. This led to unsafe menstrual hygiene practices including using alternatives for menstrual products (e.g., rags), washing disposable menstrual products, and/or wearing products for longer than intended. Forty percent of respondents reported lack of affordability of menstrual products as a cause for school absenteeism and lack of participation in sport/social activities. Seventy percent of respondents felt embarrassed to ask for products even when they are provided for free, and almost all supported the idea of having freely available menstrual products in public washrooms. This study determined that menstrual poverty impacts adolescents in Nova Scotia. To address menstrual poverty, menstrual products should be freely available in all public washrooms, as this will provide unrestricted access to menstruators and promote their full participation in society.