Thematische Bibliographien / Disability adjustment

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Disability adjustment“

Autor: Grafiati
Veröffentlicht am 7. Dezember 2024

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Zeitschriftenartikel zum Thema "Disability adjustment"

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Cohen, Carol B., und Donna Napolitano. „Adjustment to Disability“. Journal of Social Work in Disability & Rehabilitation 6, Nr. 1-2 (26.04.2007): 135–55. http://dx.doi.org/10.1300/j198v06n01_08.

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Nemec, Patricia B., und Judith A. Taylor. „Adjustment to Psychiatric Disability“. Journal of Applied Rehabilitation Counseling 21, Nr. 4 (01.12.1990): 49–51. http://dx.doi.org/10.1891/0047-2220.21.4.49.

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The rehabilitation literature speaks eloquently of the stages of adjustment to disability for individuals with physical disability, but discussions in the literature about adjustment to psychiatric disability are virtually non-existent. The parallels in the fields of physical and psychiatric disability, and the newly accepted emphasis on rehabilitation of people with psychiatric disabilities, suggest that the psychology of adjustment to disability needs to be broadened to include an application to the field of psychiatric rehabilitation.
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DiMichael, Salvatore G. „Improving Early Adjustment to Disability“. Contemporary Psychology: A Journal of Reviews 30, Nr. 8 (August 1985): 660–61. http://dx.doi.org/10.1037/024025.

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Argyriadi, Agathi, und Alexandros Argyriadis. „Health Psychology: Psychological Adjustment to the Disease, Disability and Loss“. International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (30.04.2019): 1100–1105. http://dx.doi.org/10.31142/ijtsrd23200.

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Palmor Haspel, Shoshi, Yael Benyamini und Karni Ginzburg. „Transactional Model of Parental Adjustment and Caregiving Burden Following a Children's Acquired Disability“. Journal of Pediatric Psychology 45, Nr. 10 (23.10.2020): 1177–87. http://dx.doi.org/10.1093/jpepsy/jsaa075.

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Abstract Objectives Pediatric-acquired disability is often a crossroads in the lives of children and their parents, as they set out to adjust to a new physical impairment. This longitudinal study examined associations between the severity of children’s-acquired disability, their parents’ caregiver burden and adjustment, and parents’ perception of the children’s adjustment over time. Methods Participants were parents and medical staff of 140 children with acquired disability, aged 1–18, hospitalized in pediatric or rehabilitation departments. Data were collected about 1 month after diagnosis (T1) and about 4 months later (T2). Parents completed background information, caregiver burden, child, and parental adjustment questionnaires. Medical staff contributed the disability severity indices. Results The severity of the child’s disability was negatively associated with parents’ adjustment and perception of the child’s adjustment. Caregiver burden was positively associated with the severity of the disability, and negatively with parents’ adjustment and perception of their child’s adjustment, at both time points. Over time, the severity of the disability and caregiver burden decreased, and parents’ adjustment and perception of the child’s adjustment improved. At T2, parents’ and children’s adjustment were strongly associated. Conclusions The findings revealed the relationship between objective severity indices and caregiver burden. They suggest that parents’ adjustment may affect their perception of the child’s adjustment to disability, and emphasize the role of parental perceptions over time. Therefore, parents who are less likely to adjust effectively should be identified early on to facilitate professional intervention.
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Alčiauskaitė, Laura, und Liuda Šinkariova. „The Importance of Educational Level and Occupation to Adjustment to Disability Among Mobility Impaired People“. Pedagogika 129, Nr. 1 (25.04.2018): 112–25. http://dx.doi.org/10.15823/p.2018.08.

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Every disability results in array of reactions ranging from negative affectivity to successful acceptance of disability among mobility impaired people. Previous studies suggest that educational level and occupation are potential variables affecting adjustment to disability but there is a lack of research analysing how these variables are related to individual’s reactions to disability. The aim of the study was to assess the importance of educational level and occupation to adjustment to disability among mobility impaired people. The study sample included 275 mobility impaired individuals, aged between 18 and 79. Their adjustment to disability was assessed using two questionnaires: 1) Reactions to Impairment and Disability Inventory (Livneh & Antonak, 1990), measuring six emotional reactions to disability: denial, depression, internalized anger, externalized hostility, acknowledgement and adjustment; 2) Acceptance of disability scale (Linkowski, 1971). The results revealed that individuals with higher educational level reported less internalized anger and externalized hostility compared to individuals with lower educational level. In addition, employed individuals expressed less depression and internalized anger and greater adjustment than unemployed individuals. Individuals who were students at the time reported less depression and greater denial, acknowledgement and adjustment to disability compared to those who were unemployed. Students also perceived greater externalized hostility than employed individuals. The results of linear regression indicated that employment and student status but not disability related variables significantly explained the variance of acceptance of disability.
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Moloney, Mairead, Therese Hennessy und Owen Doody. „Reasonable adjustments for people with intellectual disability in acute care: a scoping review of the evidence“. BMJ Open 11, Nr. 2 (Februar 2021): e039647. http://dx.doi.org/10.1136/bmjopen-2020-039647.

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ObjectivesPeople with intellectual disability are vulnerable in terms of health service provision due to increased comorbidity, higher dependency and cognitive impairment. This review explored the literature to ascertain what reasonable adjustments are evident in acute care to support people with intellectual disability, ensuring they have fair access and utilisation of health services.DesignScoping review.SettingAcute care settings.MethodsFive databases were systematically searched to identify studies that reported on the implementation of reasonable adjustments. Authors worked in pairs to screen studies for inclusion, data were extracted and charted and findings were synthesised according to content and themes.ResultsOf the 7770 records identified, six studies were included in the review. The volume of evidence was influenced by specific inclusion criteria, and only papers that reported on the actual implementation of a reasonable adjustment within an acute care setting were included. Many papers reported on the concept of reasonable adjustment; however, few identified its applications in practice.ConclusionsThe scoping review highlights a lack of research on the practice and implementation of reasonable adjustments within acute care settings. There is a need for increased support, education and the provision of intellectual disability specialists across acute care settings.
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Palmor Haspel, S., und L. Hamama. „Pediatric Acquired Disability: Child and Parental Adjustment“. Journal of Child and Family Studies 30, Nr. 2 (20.01.2021): 403–15. http://dx.doi.org/10.1007/s10826-020-01894-z.

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Margalit, Malka, und Michal Levin-Alyagon. „Learning Disability Subtyping, Loneliness, and Classroom Adjustment“. Learning Disability Quarterly 17, Nr. 4 (November 1994): 297–310. http://dx.doi.org/10.2307/1511126.

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This study was designed to identify patterns of social-emotional subgroups among students with learning disabilities. The sample consisted of 122 students from 12 self-contained classes for students with learning disabilities situated in regular schools in Israel. Through cluster analysis using measures of loneliness and externalizing and internalizing behavioral maladjustment, four subgroups of students were identified: two non-lonely groups—one behaviorally adjusted and the other with externalizing maladjustment; and two highly lonely groups—one with high externalizing maladjustment, the other with high internalizing maladjustment. Internal validation through MANCOVA analysis revealed significant differences between subgroups on the three classification criteria. As external validation of the classification, significant intergroup differences were also found on teacher- and student-rated social skills and peer acceptance ratings. Case studies demonstrated subgroup patterns, individual differences, and the personal meaning attributed to loneliness and social relations.
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Elliott, Timothy R., Gitendra Uswatte, Lucy Lewis und Andrew Palmatier. „Goal instability and adjustment to physical disability.“ Journal of Counseling Psychology 47, Nr. 2 (2000): 251–65. http://dx.doi.org/10.1037/0022-0167.47.2.251.

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Dissertationen zum Thema "Disability adjustment"

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Jadwisienczak, Hanna. „The Relationship between Adjustment to Disability and Environmental Factors“. Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1226336804.

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Pit-ten, Cate Ineke Martha. „Family adjustment to disability and chronic illness in children“. Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400489.

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Li, Kwai-yi Josephine. „Psychosocial predictors of successful adjustment of persons with physical disability“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29725677.

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Dupont, Simon Leslie Roy. „Psychological and sexual adjustment to multiple sclerosis“. Thesis, King's College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309072.

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Wiskin, Joan. „Psychosocial adjustment in adolescent siblings of children with an intellectual disability /“. Title page, table of contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsw814.pdf.

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Lau, Wai-yee Kelly. „Marital adjustment in couples with one partner having physical disability/illness“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29727170.

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Hill, Sharon. „Illness perceptions, disability and emotional adjustment in older survivors of stroke“. Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299412.

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Chan, Wing-yee Tina. „Living with disability : coping and adjustment of parents with physically-handicapped children /“. [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12322337.

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Stevens, Robert L. „A Phenomenological Study Exploring Relationship Change through the Adjustment to Chronic Illness & Disability (CID) Journey“. Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1488819749930909.

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White, Marjorie Anne. „An Integrated Approach to Theories of Loss and Adaptation to Disability“. PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5143.

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Many theories have been proposed that attempt to explain response and adaptation to loss. However, no one theory has been shown to be universally applicable to all individuals suffering a loss. This paper presents an overview of many of these theories, paying special attention to the relationship between the theories of loss and adaptation to disability. The theories include the psychoanalytic model of loss, stage models of adaptation to loss, the value change theory of acceptance of loss, chronic sorrow, the cognitive adaptation theory, the stress and coping model, developmental theory, and the existential perspective on loss and grief. The possible influence that factors such as age, gender, culture and variables specific to disability may have on loss are also discussed. A new conceptualization of loss is introduced that tries to integrate many of the key ideas of these theories. This integrated approach takes into account the unique situation of each person, emphasizing the interaction between environmental and personal factors in adapting to loss. The model contends that due to the uniqueness of the individual, to the many possible combinations of environmental and psychological factors, and to the nature of the loss itself, any one or combination of loss theories could be in effect for any single loss. The intent of this thesis is to encourage the reader to become familiar with different perspectives on the subject of loss and grief to help select the method that best fits the individual situation of the person seeking counseling.
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Bücher zum Thema "Disability adjustment"

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(Organization), Resources for Rehabilitation, Hrsg. A woman's guide to coping with disability. 3. Aufl. Lexington, Mass: Resources for Rehabilitation, 2000.

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(Organization), Resources for Rehabilitation, Hrsg. A woman's guide to coping with disability. 2. Aufl. Lexington, Mass: Resources for Rehabilitation, 1997.

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1947-, Turnbull Ann P., Hrsg. Cognitive coping, families, and disability. Baltimore: P.H. Brookes Pub., 1993.

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Liberman, Robert Paul. Recovery from disability: Manual of psychiatric rehabilitation. Washington, DC: American Psychiatric Pub., 2008.

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Brooke, Astrid. Do psychological factors predict adjustment to acquired disability: An exploration of the relationship between attributional style, self-esteem, locus of control and psychological adjustment to physical disability and sensory impairment. Birmingham: University of Birmingham, 1995.

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Blaxter, Mildred. The meaning of disability: A sociological study of impairment. Aldershot: Gower, 1987.

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Ll, Wood Rodger, und McMillan Tom M, Hrsg. Neurobehavioural disability and social handicap: Following traumatic brain injury. Philadelphia, Pa: Psychology Press, 2000.

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F, Antonak Richard, Hrsg. Psychosocial adaptation to chronic illness and disability. Gaithersburg, Md: Aspen Publishers, 1997.

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McGiffin, Jed N. Psychological Adjustment to Disability: Heterogeneous Trajectories of Resilience and Depression Following Physical Impairment or Amputation. [New York, N.Y.?]: [publisher not identified], 2020.

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Deanna, Linville, und Hertlein Katherine M, Hrsg. The therapist's notebook for family health care: Homework, handouts, and activities for individuals, couples, and families coping with illness, loss, and disability. Binghamton, NY: Haworth Press, 2007.

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Buchteile zum Thema "Disability adjustment"

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Anderson, Elizabeth M., Lynda Clarke und Bernie Spain. „Psychological adjustment and problems“. In Disability in Adolescence, 107–39. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003347903-6.

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Chwalisz, Kathleen, und Alan Vaux. „Social support and adjustment to disability.“ In Handbook of rehabilitation psychology., 537–52. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10361-025.

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Mazur, Elizabeth. „Parent and Adolescent Positive and Negative Disability-Related Events and Their Relation to Adjustment“. In Risk and Resilience in U.S. Military Families, 235–57. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7064-0_12.

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Thomas, Jennifer, und Robert J. Vrtis. „Disability Studies and Internal/External Adjustments“. In Inclusive Character Analysis, 161–75. Title: Inclusive character analysis : putting theory into practice for the 21st century theatre classroom / Jennifer Thomas and Robert J. Vrtis. Description: New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429342226-7.

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„Adjustment to Disability“. In Disability and Social Work Education, 161–82. Routledge, 2013. http://dx.doi.org/10.4324/9780203050699-15.

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KAPLAN, C. „Adjustment to Disability“. In Rehabilitation of Stroke, 79–86. Elsevier, 2003. http://dx.doi.org/10.1016/b978-0-7506-7432-4.50010-6.

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„Psychological adjustment and problems“. In Disability in Adolescence, 127–59. Routledge, 2002. http://dx.doi.org/10.4324/9780203472774-12.

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„Theories of Adjustment and Adaptation to Disability“. In Psychosocial Aspects of Disability. New York, NY: Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826180636.0005.

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Šendelj, Ramo, Ivana Ognjanović, Milovan Roganović und Dalia Krikščiūnienė. „AI Enhanced Person-Centred Care Services for Monitoring Stroke Outpatient Rehabilitation“. In Studies in Health Technology and Informatics. IOS Press, 2022. http://dx.doi.org/10.3233/shti210849.

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Development of person-centred care (PCC) services require adjustment to specific domain of application and integration with existing processes implemented in healthcare institution. This poster present PCC services for monitoring stroke outpatient rehabilitation, enhanced by modern ICT technologies (thus enabling adjustments to different kind of patients, which is especially relevant due to potential consequences of the stroke and caused degree of disability).
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Dubin, Jon C. „Amendments to Simplify Work Adjustment Assessments by Expanding Eligibility“. In Social Security Disability Law and the American Labor Market, 151–53. NYU Press, 2021. http://dx.doi.org/10.18574/nyu/9781479811014.003.0016.

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The 1960s-era congressional bills that sought to add an occupational disability standard to the disability insurance program would have significantly expanded eligibility while simplifying the adjudicative process by eliminating the work-adjustment assessment and all vocational and labor market considerations other than those pertaining to one’s own principal occupation(s).ix Under the 1960s-era proposals, claimants who demonstrated an inability to perform past relevant work would be deemed disabled.x At present, this proposal would confront a series of functional, conceptual, and political obstacles. First, it is likely inconsistent with the American ethos on job mobility assumptions outside of one’s social or economic class.xi With an occupational disability standard, persons unable to perform their past highly skilled, highly remunerative work would be excused from the social obligation of making adjustments to a wider range of less demanding, less esteemed, and less remunerative work than those whose past work was unskilled and more generic.xii
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Konferenzberichte zum Thema "Disability adjustment"

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Alčiauskaitė, Laura. „The Importance Of Psychological Resources To Individuals’ Adjustment To Mobility Disability“. In 4th icH&Hpsy 2018- International Congress on Clinical and Counselling Psychology. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.20.

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Stuart, Daniel, Mohammad Sadra Sharifi, Keith Christensen, Anthony Chen, Yong Seog Kim und YangQuan Chen. „Modeling Different Groups of Pedestrians With Physical Disability, Using the Social Force Model and Fractional Order Potential Fields“. In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47042.

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Modeling individuals with physical disabilities in a crowd has previously been in the form of a pure adjustment to velocity representing an entire group. However, current research involving individuals with various types of disability has shown interactions are far more complex and varying. These types comprised of mechanical and electric wheelchair, vision impaired, and various other mobility-related disabilities. Preliminary results have shown that each group varies not only in velocity, but also in composition of their environment. Further results show other differences in interaction within a crowd. This paper provides for some preliminary differences found in the study of individuals with disabilities within a crowd and how those differences change pedestrian interaction. Using the nature of Fractional Order Potential Fields (FOPF), this paper will provide some results for how pedestrian interaction can be adjusted to fit the varying differences found within each disability group.
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ZAHARIA, Anca Mihaela. „Adaptation of the instructional-educational process for students with SER“. In Învățământul superior: tradiţii, valori, perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.29-30-09-2023.p227-235.

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Mild mental retardation is a developmental disorder characterized by difficulties in learning and social adaptation. Students with mild intellectual disabilities may have a low level of intellectual development and may experience difficulties in tackling certain cognitive, communication and social tasks. Behaviors specific to students with mild mental disabilities: learning difficulties, communication difficulties, difficulties in social adaptation, sensitivity to routine and change, needs for support and guidance. Mild mental disability presents some characteristics such as: low intellectual development, learning difficulties, communication difficulties, social adaptation difficulties, limited autonomy. The integration of a student with a mild mental disability into a group can be achieved by adopting appropriate approaches and strategies that facilitate their active participation and involvement in group activities: sensitization of group members, promotion of inclusion and collaboration, adaptation of activities, individualized support, creation a friendly and open environment, clear and tailored communication, recognition and appreciation of contributions. Effective strategies and practices for the integration of students with mild mental disabilities: individual assessment, individualized support, collaboration between teachers and specialists, awareness and education of the student body, opportunities for interaction and collaboration, adapted environment and resources, evaluation and continuous adjustment. The adaptation of school documents for students with mild mental disabilities is essential in order to provide these students with access and adequate support in the learning process. This is done as follows: individualized educational plans (PEI), simplification and clarification of instructions, adaptation of content, visual support, division into steps small and clear structuring of activities, additional time and individualized pace, use of assistive technology.
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Jiang, Tianshu, und William Durfee. „BENCH TESTING OF A TUNABLE ANKLE-FOOT ORTHOSIS WITH ADJUSTABLE STIFFNESS AND NEUTRAL ANGLE“. In 2023 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2023. http://dx.doi.org/10.1115/dmd2023-4672.

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Abstract Cerebral palsy is the most common childhood motor disability that effects 0.3% of children in the US and two-thirds of them have gait impairment. An ankle-foot orthosis (AFO) is commonly prescribed as a gait assistance. The function of an AFO is maximized when its stiffness and neutral angle are optimally prescribed to address each user’s issue. However, the prescription process is not standardized and is subjective to the prescribing clinician. Only one-third of AFOs improved the user’s gait while another one-third negatively affected the gait. A tunable AFO is developed to allow clinicians to test a range of stiffness and neutral angle of a passive AFO, making the prescription more likely to have a positive effect. The design of tunable AFO has a weight of about a typical plastic AFO and a dimension designed for children. It covers 90% range of stiffness and neutral angle of prescribed AFOs. It can withstand the torque applied during walking. Mechanisms of adjusting both parameters operate fast and are controlled by a microprocessor. A benchtop prototype was built to test the adjustment mechanisms. Both mechanisms were validated.
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Zagrai, Andrei N., Warren J. Ostergren, Laurie Tacheny Borden und Scott Zeman. „Improving Competitiveness of Engineering Students With Disabilities Through Focused Learning“. In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-67982.

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On many university campuses, students with disabilities form a noticeable group of the student population. Over the past years, enrollment of students with disabilities has markedly increased and this trend is expected to continue in the future. Although students with disabilities often prefer to major in non-technical areas, a considerable number of them choose to seek career opportunities in science, engineering and technology. The majority of prior studies on educating special engineering and STEM students have been oriented towards students with physical disabilities. A balanced approach is advocated in which individual aspects of the disability are given a special consideration and learning strategies and the environment are tailored in accordance with student’s needs. Such adjustments are critical in accommodating students with a wide spectrum of disabilities. The aim of this paper is to consider various aspects of engineering education that may improve the competitiveness of engineering students with disabilities when they enter the professional workforce.
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Berichte der Organisationen zum Thema "Disability adjustment"

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Silva, Jose I., und Judit Vall-Castello. Partial Disability System and Labor Market Adjustment: The Case of Spain. W.E. Upjohn Institute, Juli 2013. http://dx.doi.org/10.17848/wp13-201.

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Williams, Janine, Maria Hameed Khan, Robyn Mayes, Trish Obst und Benjamin Lowe. Getting on at Work: Progression and Promotion of Women with Disability in the Victorian Public Service. Queensland University of Technology, 2023. http://dx.doi.org/10.5204/rep.eprints.241144.

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Overview of the Project Gender inclusivity and equal employment opportunities are key priorities for the Victorian Government. The Gender Equality Act 2020 (the Act) commenced in March 2021 and laid the foundation to improve workplace gender equality in the Victorian public sector. The legislation requires Victorian public sector entities to explicitly address intersecting forms of inequality and disadvantage. The research project aimed to centre the voices of women with disability to provide evidence-based insights into the enablers, barriers and inclusive practices shaping their career progression and promotion in the Victorian Public Service. The research team reviewed scholarly literature, analysed data extracts from the People Matter Survey (2021) and interviewed 49 women with disability from across the Victorian Public Service. Summary of Key Findings People Matter Survey Data 2021 Analysis of the People Matter Survey 2021 data extracts identified statistically significant insights. People who identified as having a disability analysed by gender identity indicated that: ● women and people who identified as non-binary and ‘other’ reported having a disability more often than men. ● women were more likely to use one or more flexible work arrangements. ● more requests for workplace adjustments were made by women, non-binary or ‘other’ gender identities and disability was often identified as a reason for requesting workplace adjustments. ● women and men reported low perceptions of workplace culture related to disability. This was significantly lower for respondents who identified as non-binary, ‘other’ or who preferred not to state their gender. Research Interviews with Women with Disability Interviews with women with disability identified three career patterns. Firstly, broadly inclusive, and positive career experiences. Secondly, broadly non-inclusive career experiences which led participants to feel unsure they had a future career in the VPS. Thirdly, most participants experienced a range of inclusive and non-inclusive career experiences which varied depending on the VPS employer or team in which they were employed. Overall, participants highlighted a desire for: ● the VPS to move forward with more consistency in how it enables the careers of women with disability across all roles and levels of seniority. ● the VPS to move away from putting women with disability in the ‘too hard basket’ towards developing a culture where disability inclusion is characterised by relationships and interactions that reflect ‘respect’ and ‘trust’. Eight themes draw together insights from the interviews with women with disability and identify experiences of the VPS workplace that can enable or create barriers to career progression: ● Sharing Disability Information ● Requesting Workplace Adjustments ● Disability Advocacy ● Team Relations ● Impact of Managers and Supervisors ● Mentorship ● Disability Leadership ● Policy Context and Application To build on the enabling aspects of women with disabilities experiences and remove barriers, the VPS should focus on fostering VPS workplaces where respect and trust are embedded throughout the broader culture. There may be value in identifying one or a small group of VPS employers to lead on developing the inclusive practices identified by participants. The inclusive practices identified by participants were drawn together into three key areas: VPS Managers and Supervisors; Psychological Safety; and VPS Policies and Practices. Respecting the agency of women with disability, their capability and capacity to navigate their career contexts, the report suggests three key areas women with disability may want to focus their energy and sources of support: seeking out mentoring opportunities, considering how they can advocate for their inclusion requirements, and exploring opportunities to share their career experiences with other women with disability.
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Claricoats, Liam. Barriers into Higher Education for disabled students. Sheffield Hallam University, 2024. http://dx.doi.org/10.7190/steer/barriers_disabled_students.

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According to Sheffield Hallam University’s Access and Participation Plan (20/21-24/25), there has been an increased number of disabled students entering Higher Education (HE), with 14.6% of students declaring a disability in the sector. Therefore, this review of the literature explored potential barriers into Higher Education for students with disabilities. Within Higher Education institutions, disabled students may be categorised into having ‘mental health’, ‘cognitive and learning’, ‘sensory, medical and physical’ or ‘multiple impairment’ related disabilities. This review was commissioned in collaboration with the Higher Education Progression Partnership (South Yorkshire), with the aim of identifying barriers into Higher Education institutions for disabled students. Evidence provided from this literature review is intended to assist in developing a rationale for an intervention design and delivery that alleviates the barriers into Higher Education for disabled students. From examining the literature, a prominent barrier that emerged was a lack of accessibility at university. For instance, an inconsistent willingness from tutors to make reasonable adjustments to assessments, a lack of understanding of autism spectrum disorder (ASD) characteristics and spread-out university campus buildings that were inaccessible for students with Cerebral Palsy/walking disabilities. The research findings also revealed that there was a lack of accessible spaces on campus for disabled students, especially for students with ASD to interact. Furthermore, disabled students’ perceptions of stigmatisation and discrimination of disclosing their disability was another key barrier into Higher Education. For instance, during the application process to university, students believed that it would jeopardise their opportunity to be accepted into their chosen Higher Education institution if they were to disclose their disability.
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