Nondisabled Peers Research Articles

A path towards true inclusion: Disabled students and higher education in America

We live in a moment of immense and developing change, reacting to global challenges that appear with increasing speed and requiring reassessment of priorities and perhaps, reshaping the framework by which we have experienced our lives. Yet these same challenges provide a rare opportunity to empower the more than one billion people with disabilities globally through principles of compassion, respect, dignity and inclusion. We must build a new generation of strong leaders, professionals and advocates tapping the unlimited potential of people with disabilities. The key to unlocking this potential is realizing meaningful access to higher education for students with disabilities. This article examines opportunities and barriers for disabled students in American higher education, drawing on student and administrator interviews and case law to propose a framework based upon principles of access, inclusion, accountability and advocacy, so we may ensure educational opportunities for students with disabilities to allow them to take their rightful places alongside their non-disabled peers as leaders to secure a fully inclusive and equitable future for all.

Physical violence against children with disabilities: A Danish national birth cohort prospective study

ABSTRACT Background: Children with disabilities are at heightened risk of violence compared to their non-disabled peers. However, extant research suffers from several limitations, focusing on child abuse and one or few types of disability, ignoring conventional violent crimes. Objective: The aim was to assess 10 disabilities and to examine whether different disabilities vary in their risk of criminal victimization. Method: Using the Danish Psychiatric Case Register, the Criminal Register, and other population-based registers, we included nine birth cohorts (n = 570,351) and followed them until 18 years of age. We compared children exposed to violence with non-exposed children. We estimated odds ratios (ORs) for the disabilities and adjusted the ORs for several risk factors. Results: We identified 12,830 cases of reported violence (2.25% of the population) towards children and adolescents. Children with disabilities were overrepresented, as were boys and ethnic minorities. After controlling for risk factors, four disabilities had heightened risk for criminal violence: attention-deficit hyperactivity disorder (ADHD), brain injury, speech, and physical disabilities. When we compared risk factors controlling for the various disabilities, parental history of violence, family break-up, out-of-home placement, and parental unemployment contributed especially to the violence, while parental alcohol/drug abuse was no longer a predictor. Having several disabilities increased the risk of violence. Conclusions: Criminal victimization of children and adolescents with specific disabilities was common. However, compared to the previous decade, a considerable reduction of one-third has taken place. Four risk factors contributed particularly to the risk of violence; therefore, precautions should be taken to further reduce the violence.

Social participation of children with intellectual disabilities in inclusive sport: Practical implications for physical education.

The UN-CRPD has improved inclusion in sport for people with intellectual disabilities, yet this group remains marginalized and faces discrimination and exclusion in sport (Steiger et al., 2021). Although research in this area has increased, there is little empirical evidence of the effectiveness of inclusive settings or of factors that promote success. This study aims to analyse the social participation of children with intellectual disabilities in mainstream schooling and club sports, and the factors influencing this participation. This knowledge is key to the development of effective social participation of people with intellectual disabilities in inclusive schools and sports clubs. Applying the framework of Koster et al. (2009), a sample of 1,884 students (132 with intellectual disabilities) from 109 school classes (3rd to 6th grade) in 13 Swiss German-speaking cantons completed a standardised questionnaire composed of established instruments. Multi-level analysis reveals that the level of social participation depends on experienced social contacts and interactions, established relationships, and received social acceptance and perception. The overall effectiveness of participation of those with intellectual disabilities is consistently lower than that of non-disabled peers. Nevertheless, cases with high levels of participation were also observed. Influential factors are at a structural level, such as the design of lessons, trainer and teacher competencies, group climate, school and club conditions, as well as at an individual level such as children and trainer attitudes and competencies. Specific understanding of these factors supports practitioners to more effectively develop inclusive sport settings. Good practice that actively promotes inclusion in physical education classes includes individualization measures at various levels such as task difficulty and duration, individual assistance, and the use of adapted learning materials. These measures all aim to deepen student participation according to individual competencies.

Sexual Violence against Children with Disabilities: A Danish National Birth Cohort Prospective Study.

Children with disabilities are at heightened risk of sexual violence compared to non-disabled peers. We aimed to examine the associations between ten childhood disabilities and sexual victimization. Data were drawn from the Danish Psychiatric Case Register, the Criminal Register, and other population-based registers. Children born between 1994 and 2001 (n=570,351) were followed until 18 years of age. Using logistic regression, the association between the disabilities and risk of sexual victimisation was estimated. We identified 8,860 cases of sexual victimization towards children and adolescents. In the fully adjusted models, children with a diagnosis of ADHD, speech disability and intellectual disability were at highest risk of sexual victimization. Children with comorbid disabilities were particularly vulnerable to sexual victimization. We found that children with certain types of disability have a higher risk of sexual victimization. Our findings indicate that educational institutions and health care professionals should be aware of and have specialized training in, recognizing and assessing sexual victimization among children with disabilities.

Interaction between students with and without disabilities in an inclusive schools from their teachers perspective.

The success of the inclusion of students with disabilities substantially depends on the collaboration of various social agents, including non-disabled peers, who play a substantial role in the lives of students with disabilities. Peers, as social agent, are responsible for the creation of a favourable social environment, in which one of the key factors is a positive acceptance. This research examined the reality of interactions between non-disabled students and their acceptance to peers with disabilities. A qualitative research approach was employed using interviews with Nine special education teachers. An overall positive attitudes were reported with non-disabled peers being reported as positive and welcoming to including students with disabilities in the same schools and classrooms. The teachers’ responses also indicated that interactions between both student groups are generally positive and teachers believed that this has helped in facilitating the inclusion of students with disabilities.

Intricate Realities: Mental Health among Trans, Nonbinary, and Gender Diverse College Students

The rates of depression, anxiety, and suicidal ideation have all increased among U.S. college students. The utilization of mental health services has also risen. Transgender/gender diverse (TGD) young people experience high rates of mental health concerns. Little is known regarding TGD students needing mental health services, if they are accessing them, and the differences in who accesses these services. This pilot study (N = 121), conducted online from 2021 to 2022, explores the mental health of the TGD students and the mental health services at a Midwest public university. Of the total sample, 68.1% described their mental health as being fair or poor. Disabled students were significantly more likely to self-report a negative mental health status (76.7%) than their non-disabled peers (58.9%). Nonbinary individuals were also significantly more likely to indicate negative mental health (79.5%) than their binary counterparts (47.6%). Notably, 6.6% of students with current depression diagnoses, 7.1% with current anxiety diagnoses, 11.8% with recent thoughts of NSSI, and 3.3% with recent suicide attempts had not accessed mental health services. This study indicates the need for more accessible TGD affirming mental health care for TGD students, and opportunities for innovation with interventions to better support TGD college and university students.

Scholar Perspectives on Inclusive Education and Teacher’s Role in Inclusive Classes with Specific Focus on Children with Disabilities

Abstract This paper provides various perspectives of scholars on inclusive education throughout its history and the role of an inclusive teacher in inclusive education schools with specific focus on children with disabilities that attend regular classes with their non-disabled peers. The paper is based on the literature review of various research papers and studies that were published by prominent and specialized scholars, institutions and relevant organizations in the field of inclusive education, with a focus on disabled children and their rights to have equal chances for education in regular schools with their peers. The paper further reflects teachers experience and perception on the inclusive education process and the challenges they face in this regard. Finally, the paper provides various views on what is expected by an inclusive teacher and what type of support and assistance they need to get from other educators and teachers specialized in education of children with disabilities in order to meet children’s needs in the context. The paper also describes the importance of inclusive teacher’s collaboration with the school management, children’s parents and caregivers and other relevant specialists in order to understand the specific background of child’s type of disability with the aim of adapting his teaching methodology, tools and materials as per child’s specific needs for an individualized education planning if needed.

MỘT SỐ GIẢI PHÁP NÂNG CAO CHẤT LƯỢNG GIÁO DỤC HÒA NHẬP CHO TRẺ KHUYẾT TẬT THÔNG QUA ỨNG DỤNG GIÁO DỤC STEAM

Inclusive education is an education method in which children with disabilities (CWD) are educated with non-disabled peers in the same high school system right in the community where their families and children live. This is a progressive education model that comes from the view that every child has the right and opportunity to learn according to the needs and abilities of each child. In this educational environment, children with disabilities are equal with other children in all physical, cultural, and social aspects; Children with disabilities will be provided with all conditions to meet their needs and maximize the potential available to them. Therefore, children are fully developed in personality, participate and affirm their contribution to society. STEAM education with the orientation of integrating science - technology - engineering - art - math elements is considered as an effective solution suitable to the diverse learning characteristics of children with disabilities in an inclusive classroom. contribute to improving the quality of education for children with disabilities today.

The wellbeing of women and men with and without disabilities: evidence from cross-sectional national surveys in 27 low- and middle-income countries

BackgroundLittle is known about disability-related inequities in personal wellbeing (PWB) in low- and middle-income countries (LMICs).MethodSecondary analysis of data collected in Round 6 of UNICEF’s Multiple Indicator Cluster Surveys (MICS) undertaken in 27 LMICs (n = 296,693 women, 66,557 men). Data were aggregated across countries by mixed effects multi-level modelling and meta-analysis.ResultsWomen and men with disabilities were less likely than their non-disabled peers to report being happy and to be satisfied with their life. These differences were evident in all countries for women and in 18 of 22 countries for men. Aggregated data indicated that: (1) women with disabilities were 14–15% less likely to be happy and 17% less likely to be satisfied with their lives; (2) men with disabilities were 15–17% less likely to be happy and 17–19% less likely to be satisfied with their lives; (3) disability-related inequalities in personal wellbeing were reduced by 22–26% for women and 11–22% for men by adjusting for differences in living conditions.ConclusionsFuture releases of MICS data could prove a valuable resource in monitoring country-level progress to realising Sustainable Development Goal 3 and the extent to which progress is equitable between women and men and between people with/without disabilities. Results also suggest that a significant proportion of the disability-related inequities in wellbeing may be accounted for by modifiable differences in their living conditions and life experiences.

Off the Sidelines: Allowing Students With Disabilities Equal Access to the Gymnasium

Under the Individuals with Disabilities Education Act (IDEA) of 2004 students with disabilities are entitled to specially designed physical education in the least restrictive environment outlined in their Individualized Education Program (IEP). Adapted Physical Education (APE) is physical education designed to meet the needs of all children including those with disabilities. It is the service that children receive not the placement. The Least Restrictive Environment means that a student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent appropriate. They should have access to the general education curriculum, extracurricular activities, or any other program that non-disabled peers would be able to access.

Patient And Coworker Mistreatment Of Physicians With Disabilities.

Physicians from underrepresented groups are at greater risk of experiencing mistreatment from coworkers and patients, including offensive remarks, physical harm, threats of physical harm, and unwanted sexual advances. These can have far-reaching negative consequences for the physicians' personal and professional lives. This study used data from a nationally representative sample of physicians to examine workplace mistreatment experienced by physicians with disabilities and determine whether physicians with disabilities are more likely to experience mistreatment in their workplace than physicians without disabilities. Compared with their nondisabled peers, physicians with disabilities had a significantly higher likelihood of experiencing every type of mistreatment from both patients and coworkers. Our findings suggest the need for disability-focused anti-mistreatment policies and practices.

Gender-Based Violence and Associated Factors Among Women with Disabilities in Jimma Town, Ethiopia.

BackgroundGlobally, women with disabilities have two times higher chance of suffering from violence compared to their non-disabled peers due to double discrimination. However, there is little evidence that quantifies the situation in this segment of the population by considering disability-related factors which make this group more vulnerable to gender-based violence in Ethiopia.ObjectiveTo assess the prevalence of gender-based violence and its associated factors among women with disabilities in Jimma town, southwest Ethiopia, 2020.MethodsA community based cross-sectional study was conducted among a total of 308 women with disabilities. Bivariate and multivariable logistic regression analyses were carried out to identify factors associated with gender-based violence. The significance of the association was decided by using the 95% confidence interval of AOR at a p-value of <0.05 in the multivariable analysis.ResultsThe lifetime prevalence of gender-based violence among women with disabilities was found to be 73.1, while 46.1% had experienced it during the last 12 months. Gender-based violence in the past 12 months was significantly associated with non-schooling (AOR=5.10; 95% CI, 1.51, 17.14), being in age group of 20–34 (AOR=3.5; 95% CI, 1.74, 7.30), having visual impairment (AOR=3.1; 95% CI, 1.27, 7.54), having hearing impairment (AOR=3.0; 95% CI, 1.36, 6.89), alcohol use behavior (AOR=4.1; 95% CI, 1.74, 9.55), and perceived stigma and discrimination (AOR=4.2; 95% CI, 2.44, 7.39).ConclusionPrevalence of gender-based violence among women with disabilities was found to be high in the study area. Educational status, age, type of disability, alcohol use behavior, and perceived stigma and discrimination were independent predictors of gender-based violence. Measures have to be taken to curb the problem by taking integrated interventions like enrolling girls in school and targeted health education towards identified factors by considering the heterogeneity of disabilities.

An Examination of the Mental Health Status of Canadian Children and Youth with Disabilities

Children and youth with disabilities (CYD) are more likely to experience poor mental health compared to non-disabled peers. Disability type may impact mental health outcomes; however, a more comprehensive understanding of mental health outcomes in CYD with diverse disability types is needed. This study examined the mental health status of CYD. Parents of 473 CYD completed a survey including a measure of mental health indicators. Approximately 72% of the sample had above average total difficulties scores. Boys scored higher than girls on the hyperactivity subscale, and those with comorbid disabilities scored the highest on total difficulties. Overall, the results indicate CYD experience mental health challenges at rates well above population norms. Research exploring interventions that may buffer these effects is warranted.

How do academic and career services affect employment, education, and disability benefit receipt in the transition to adulthood for youth with disabilities who have aged out of foster care?

ABSTRACT The transition to adulthood is an important process with implications for inequality. Both those with disabilities and those who age of out of foster care are vulnerable during this transition. This project examines the intersection of these groups, exploring employment, education, and disability benefit receipt, the supports these youth receive, and how these supports may mitigate risk in this transition. Findings suggest that those with emotional or mental disabilities face employment risks in the transition to adulthood, and that services may mitigate some of this risk and present unique benefits for youth with disabilities. For example, the odds of employment are greater and the odds of receiving disability benefits are lower among those who receive academic supports (=1.3, =0.7), post-secondary supports (=1.3, =0.8), education financial assistance (=1.3, =0.7), and career services (=1.3, =0.7). These services should be prioritized for funding, especially education financial assistance as a lower proportion of youth with disabilities receive than their non-disabled peers.

Health care utilization in young adults with childhood physical disabilities: a nationally representative prospective cohort study

BackgroundYoung people with physical disabilities face barriers to accessing health care; however, few studies have followed adolescents with physical disabilities longitudinally through the transition of care into adulthood. The objective of this study was to investigate differences in health care utilization between adolescents with physical disabilities and those without during the transition period from adolescent to adult care.MethodsWe utilized the National Longitudinal Study of Adolescent to Adult Health, a prospective cohort study following adolescents ages 11–18 at baseline (1994–1995) through adulthood. Baseline physical disability status was defined as difficulty using limbs, using assistive devices or braces, or having an artificial limb; controls met none of these criteria. Health care utilization outcomes were measured seven years after baseline (ages 18–26). These included yearly physical check-ups, unmet health care needs, and utilization of last-resort medical care, such as emergency departments, inpatient hospital wards, and inpatient mental health facilities. Multiple logistic regression models were used to predict health care utilization, controlling for age, sex, race/ethnicity, insurance status, and history of depression.ResultsThirteen thousand four hundred thirty-six participants met inclusion criteria, including 4.2% with a physical disability and 95.8% without. Half (50%) of the sample were women, and the average age at baseline was 15.9 years (SE = 0.12). In logistic regression models, those with a disability had higher odds of unmet health care needs in the past year (Odds Ratio (OR) 1.41 95% CI 1.07–1.87), two or more emergency department visits in the past five years (OR 1.34 95% CI 1.06–1.70), and any hospitalizations in the past five years (OR 1.36 95% CI 1.07–1.72). No statistically significant differences in preventive yearly check-ups or admission to mental health facilities were noted.ConclusionsYoung adults with physical disabilities are at higher risk of having unmet health care needs and using last-resort health care services compared to their non-disabled peers.

The association between household wealth and the prevalence of child disability and specific functional limitations: Analysis of nationally representative cross-sectional surveys in 40 low- and middle-income countries

BackgroundIt is commonly stated that people with disabilities are at significantly greater risk of living in poverty than their non-disabled peers. However, most evidence supporting this assertion is drawn from studies in high-income countries and studies of adults. There is relatively little robust evidence on the association between poverty/wealth and the prevalence of child disability in low- and middle-income countries (LMICs). Objective/hypothesisTo estimate the strength of association between an indicator of wealth (household assets) and the prevalence of disability among children in a range of LMICs. MethodsSecondary analysis of data collected in Round 6 of UNICEF's Multiple Indicator Cluster Surveys. Nationally representative data were available for 40 countries with a total sample size of 473,578 children aged 2–17. Disability was ascertained by responses to the Washington Group for Disability Statistics module on functional limitations. ResultsThere were significant dose-dependent relationships between household wealth quintile and the prevalence of disability and 13 of the 15 specific functional difficulties associated with disability. Children living in the poorest 20% of households were 35% more likely to have a disability than children living in the most affluent 20% of households. The strength of the association between household wealth and the prevalence of child disability was markedly lower in low-income countries than in middle-income countries. r ConclusionsOur results provide robust evidence that in LMICs the prevalence of child disability is disproportionately concentrated in poorer households. Further research is required to better understand why this association appears to be weaker in low-income countries. c

‘Walk Buds’: A walking programme to increase physical activity, physical fitness and emotional wellbeing, in 9–13 yr old children with intellectual disability. A study protocol for a clustered RCT

BackgroundYoung people with intellectual disabilities are traditionally less physically fit compared to their non-disabled peers. While the health benefits of increasing physical activity are evident, there remains a lack of evidence on how to increase physical activity and reduce sedentary behaviour in young people with intellectual disabilities. Walking interventions, including those delivered in school settings, have been found to significantly increase physical activity levels of young people without disabilities. However, to date there has been a paucity of studies testing walking interventions for young people with intellectual disabilities in school settings. In an earlier study we developed the Walk Buds school-based walking programme for children with intellectual disability (aged 9–13 yrs), which incorporated a paired buddy component. AimWe plan to conduct a clustered feasibility RCT that will enable us to examine the acceptability of the Walk Buds programme, randomisation, and outcome measures, check the fidelity programme delivery, and identify the facilitators and barriers to the implementation of the programme. MethodsThis study is a two-arm, cRCT feasibility trial where eight schools will be randomised into either an intervention arm (Walk Buds) or an ‘exercise as usual’ arm. We are aiming to recruit between 130 and 160 young people with intellectual disabilities. Outcome measures will be recorded at baseline and three-months post-intervention. A process evaluation will explore the factors that could impact on the internal and external validity of a future cRCT and the intervention's logic model. DiscussionWalk Buds is the first theoretically underpinned, peer-led, multi-component, manualised school-based walking programme that aims to increase physical activity, physical fitness, and emotional wellbeing in 9–13 yr old children with intellectual disabilities.

Educationally maintained inequality? The role of risk factors and resilience at 9, 13 and 17 in disabled young people’s post-school pathways at 20

ABSTRACT While Ireland has the highest level of participation in higher education (HE) in Europe, it also has one of the widest participation gaps between disabled and non-disabled young people. Using a large-scale longitudinal dataset, we assess how disabled young people compare with non-disabled peers in accessing a range of post-school educational pathways. Extending the effectively maintained inequality perspective to disability research, our results highlight important qualitative differences in disabled people’s trajectories. Ultimately, we find greater progression to Further Education and Training, and lower participation in Level 8 degrees in universities, all else being equal. Entry to HE is lower among those with socio-emotional difficulties, even after controlling for key characteristics, while attendance among young people with an intellectual disability or specific learning difficulty is mediated by academic performance. The results highlight the importance of school attendance, engagement and achievement during the primary and early secondary years, and parental expectations, raising important implications for inclusive education. The multiple challenges facing disabled young people in Ireland are evident, reflecting the direct and indirect impact of socio-economic disadvantage, at family, school and community levels. Stronger linkages across the tertiary landscape and stronger HE transition supports, particularly for young adults with socio-emotional/psychological difficulties, are needed.

Promoting the Wellbeing of Youth with Disabilities through Music Mentoring

Youth with disabilities have a higher risk of experiencing mental health problems than their non-disabled peers. In part, this results from their social exclusion and dearth of social networks. An intervention informed by positive psychology principles and peer mentoring approaches was developed and evaluated with 12 youths with disabilities who had musical interests and talents as musicians. It included the real-world experience of applying the training in a school-based music project with over 200 typically developing pupils aged nine years in four schools. Evaluation data were obtained from project staff, self-ratings by the mentors and through group interviews with them, as well as from reactions of school pupils and interviews with six teachers. The study confirmed the benefit of music and peer mentoring as a means of promoting the self-esteem and self-confidence of youth with disabilities. Further research is needed to determine the longer-term mental health benefits musically based interventions can offer to youth with disabilities and, more generally, to young children in schools.

Comparing the Two Educational Systems for Visually Impaired Students in Sudan: Pros and Cons

Students with visual impairment in Sudan are usually accepted into residential segregated schools during their pre-high school years. This schooling system remains a subject of excessive debate among those interested in this field of study. This debate is part of an ongoing conversation and discussion on the merits and demerits of integrating disabled children with non-disabled peers at regular schools. This study aimed to answer three main questions pertaining to this subject. The first one tackles whether the placement of visually impaired students in specialized schools for the blind in Sudan (henceforth specialized schools) serves their education best. The second compares the advantages and disadvantages of integrating this group of students into regular schools as opposed to separating them into specialized schools. The third question is concerned with the competencies which the teachers at the Sudanese General Basic School should have in order to fulfill the requirements of the inclusive education setting. Interviews were conducted with a group of 20 participants; 10 of these were students who joined schools for the blind and regular schools in Sudan, while the remaining participants were teachers and personnel in the field of education for the visually impaired in Sudan. Thematic analysis was used to analyze the interview data, which revealed that students with visual impairment, teachers who work in specialized schools, and the group of special education officials who participated in this study were in favor of inclusive education at regular schools after securing the necessary educational needs for these students to access school curricula equal to their sighted peers. Many practical solutions and suggestions have been presented to enhance the education of the visually impaired in Sudan.