Relevant bibliographies by topics / Disability studies

Academic literature on the topic 'Disability studies'

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Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Disability studies"

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LINTON, SIMI. "Disability Studies/Not Disability Studies." Disability & Society 13, no. 4 (September 1998): 525–39. http://dx.doi.org/10.1080/09687599826588.

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Connor, David J. "Studying Disability and Disability Studies." Journal of Learning Disabilities 38, no. 2 (March 2005): 159–74. http://dx.doi.org/10.1177/00222194050380020501.

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Wesselmann, Carla. "Disability Studies." Soziale Arbeit 62, no. 2 (2013): 46–53. http://dx.doi.org/10.5771/0490-1606-2013-2-46.

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Wesselmann, Carla. "Disability Studies." Soziale Arbeit 62, no. 1 (2013): 2–8. http://dx.doi.org/10.5771/0490-1606-2013-1-2.

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Cottrell, R. P. F. "Disability Studies." American Journal of Occupational Therapy 59, no. 5 (September 1, 2005): 588. http://dx.doi.org/10.5014/ajot.59.5.588a.

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Cottrell, R. P. F. "Disability Studies." American Journal of Occupational Therapy 59, no. 5 (September 1, 2005): 589–90. http://dx.doi.org/10.5014/ajot.59.5.589.

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Cottrell, R. P. F. "Disability Studies." American Journal of Occupational Therapy 59, no. 5 (September 1, 2005): 590. http://dx.doi.org/10.5014/ajot.59.5.590.

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Cottrell, R. P. F. "Disability Studies." American Journal of Occupational Therapy 59, no. 5 (September 1, 2005): 591. http://dx.doi.org/10.5014/ajot.59.5.591.

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Cleary, Krystal. "Disability Studies." Feminist Media Histories 4, no. 2 (2018): 61–66. http://dx.doi.org/10.1525/fmh.2018.4.2.61.

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S, Manjula Thulasi. "Mitotic Studies in Children with Learning Disability." JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 02, no. 03 (September 15, 2012): 117–22. http://dx.doi.org/10.58739/jcbs/v02i3.2.

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Dissertations / Theses on the topic "Disability studies"

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Verlager, Alicia. "Decloaking disability : images of disability and technology in science fiction media." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/39143.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2006.
Includes bibliographical references.
This work examines how images of disability are used to frame cultural narratives regarding technology. As advances in biotechnology ensure that more people will be living with technological prosthetics against and beneath their skin, there is an increasing importance in examining how such bodies challenge traditional cultural attitudes regarding identity and non-normative bodies. This work uses a cultural studies approach to explore the intersections between disability and technology. Additionally, memoir is often included to illustrate some of the complexities regarding how experiences with disability and technological prosthetics can influence aspects of identity. Like disability, technology is often framed in gothic terms of lack or excess, and thus a discussion of the "techno-gothic" also features in this work. Furthermore, such a discussion is also relevant to seemingly unrelated modes of characterizing the other, such as the archetype of the cyborg, the queer body, or the formation of non-traditional social groups, even to images of the city as urban ruin.
(cont.) This work demonstrates that, while images of disability rarely inform us about the everyday experience of disability, they can inform us about how technology frames non-normative bodies as either "less than" or "more than" human, and how the tropes and language associated with disability is often used to characterize technology itself.
by Alicia "Kestrell" Verlager.
S.M.
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Strauss, Alan. "The Construction of Disability among Undergraduate Students in Disability Related Majors." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194864.

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The ADA definition of disability reflects an historical shift from defining disability within the individual (the medical model) to constructing disability within the social environment (the socio-political or interactional model). Further, this shift reveals a movement away from paternalistic to empowering rehabilitation policies and service delivery systems. Similarly, academic programs in Rehabilitation are updating their undergraduate curriculum in ways that reflect changes that have taken place in public policy and service delivery related to disability, knowledge emerging from the field of disability studies, and a changing student demographic. Disability related rehabilitation research has not yet fully reflected this shift, and this has resulted in data and knowledge that are of limited utility. It has been well researched that negative attitudes toward individuals with disabilities held by rehabilitation professionals will limit the scope of services generated and provided by professionals and, ultimately, have a detrimental effect on a successful rehabilitation process. Knowledge about the ways that undergraduate students conceptualize disability may illuminate the content and origin of positive and negative attitudes and beliefs.The present study was a phenomenological examination of the framework students employed in conceptualizing, understanding and making meaning of the concept of disability. The study utilized in-depth interviews and students' course assignments in order to answer the question, "How do undergraduate students in disability related majors construct disability?" Data revealed six common themes which were: participants had difficulty defining the category of disability; disability was understood as an individual problem, requiring special accommodations, assistance and services; there was an altruistic desire among participants to challenge stereotypes surrounding disability, alongside limited self-awareness of the application of stereotypes in their own construction of disability; the meaning of disability was a reflection of participants' own identities; Concepts of opportunity, restraint, power and privilege had limited relationship with disability; and, motivation for professional practice was related to a desire to help those who need assistance. Suggestions were made relating to the undergraduate curriculum and future research.
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Khalsa, Sat Bir Kaur. "Incorporating Disability Studies: Revising the introductory women's studies course curriculum." Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/291543.

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In this thesis, Incorporating Disability Studies: Revising the Introductory Women's Studies Course, I emphasize scholarship from Disability Studies that draws on feminist scholarship. I analyze introductory women's studies courses, using on-line syllabi only, and demonstrate the lack of Disability Studies work within the introductory courses. When analyzing Disability Studies courses for themes and required texts, I discover a rich field of feminist Disability Studies scholarship. I explore the historical trajectory of the development of the "social model of disability," as well as how it differs from the traditional "medical model." I examine the influence of feminist theory on issues of language, identity, embodiment, and sexuality within Disability Studies scholarship. I reveal the omission of Disability Studies perspectives from feminist scholarship. When revising, I offer scholarship that reflects themes noted as significantly important to Disability Studies scholars. Building a URLography, I provide brief annotations to web addresses that also contribute to incorporating Disability Studies material into the introductory women's studies course.
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Peters, Margaret. "Teaching at the Intersection of Disability, Race, and Gender: Theorizing the Disability Studies Classroom." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42455.

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Given the critiques by many Black, Indigenous, and People of Colour (BIPOC) scholars who argue that Disability Studies is really White Disability Studies, this dissertation explores the challenges of teaching critical Disability Studies at the undergraduate level. At the heart of the challenge of teaching Disability Studies is the conflict between disability scholars, some of whom argue against politics of desirability, pointing to the disabling/debilitating processes that make rights-based analyses inadequate. While Canadian university institutions use discourses of Diversity, Equity, and Inclusion, and claim to follow state recommendations for accessibility and reconciliation, universities themselves still often are disabling. Indigenous and Black students, facility, and staff still experience inaccessible study and work spaces, including carceral logics that represent Indigenous and Black knowledges as inherently intellectually inferior. I argue that these logics are not separate from ableist practices that limit disabled participation in university spaces; disability must be examined through an intersectional—and explicitly race-based—lens. Using Critical Discourse Analysis (CDA), this dissertation takes on the problem of teaching Disability Studies in two parts: the first part gives a more theoretical examination of the conflicts within Disability Studies, the problems of accessibility/reconciliation according to university Teaching and Learning websites, and the accessibility issue of anti-Blackness in university. The second part aims to give a more pragmatic and practical examination of the same issues, pointing to a failure-based self-reflexive classroom, and giving two mock assignments for educators and students to consider their place in ableist white supremacist institutions.
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Muller, Sara Nicole. "The measurement of locomotor disability in epidemiological studies." Thesis, Keele University, 2010. http://eprints.keele.ac.uk/3812/.

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This thesis is concerned with the measurement of locomotor disability (LMD) in epidemiological studies. The central hypothesis was that LMD is a continuous phenomenon and research into this important health indicator, with specific reference to its relationship to pain in community-dwelling adults aged 50+ years, could be improved by interval-level measurement, rather than binary definitions. A systematic search and narrative review of the literature revealed a range of concepts and content of previous self-complete LMD instruments, and an absence of interval-level measures. A brief, self-complete scale of physical functioning, the PF-10, commonly used in epidemiological studies, and suggested as a measure of LMD, was taken as the starting point for empirical work in this thesis. A subset of five items mapped onto the LMD construct and possessed acceptable psychometric properties. Analysis of cross-sectional data from 18,497 adults using ordinal regression models and individual item responses illustrated one, albeit relatively inefficient, approach to moving beyond binary outcomes for investigating the association between pain and LMD. An interval-level measure of LMD was derived using the Rasch model and combining the five items into two super-items (walking, stair-climbing). The scoring mechanism was externally verified in local, national and international datasets, and the psychometric properties confirmed. Data from 680 initially pain-free adults were used to demonstrate the potential of the new measure for longitudinal analysis. This suggested a right-shift (worsening) in the distribution of LMD at three and six years. Pain onset resulted in a more rapid increase in LMD, and recovery from pain led to only a partial return to pre-pain levels. Locomotor disability exists on a continuum and its measurement should reflect this. An interval-level measure was derived from a set of commonly used items. This measure offers several advantages (brevity, application to retrospectively gathered data) but also has limitations (ceiling/floor effects).
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Ruvolo, Maddy. "Sick Of Being Excluded: Chronically Ill Young Adults, Social Isolation, and the Need for a More Inclusive Disability Community." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/464.

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In a culture that values independence and productivity, non-normative bodies are understood as broken and useless. Disability is framed in medical terms, as a problem that should be resolved with prevention or cure. In response to this ableist perception of disability, the disability community has long argued that disability is not a medical issue but a social one, and its focus has been on increasing physical access and ending discrimination. Though the disability rights movement has made gains for some disabled people with this approach, they have excluded many others, including the chronically ill, who are disabled both by society and by their bodies themselves. Thus, chronically ill young adults in America face social exclusion and isolation, living in a culture where neither the mainstream nor the primary counter-narratives surrounding disability encompass their experiences. This thesis uses interviews conducted with chronically ill young adults to explore these issues, touching on disability identity, success narratives, and the Tumblr chronic illness community, ultimately arguing that the disability community needs to base its understanding of disability on a relational/political model that is politicized and inclusive.
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McDonald-Morken, Colleen Ann. "Mainstreaming Critical Disability Studies Towards Undoing the Last Prejudice." Diss., North Dakota State University, 2014. https://hdl.handle.net/10365/27446.

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According to critical disability studies scholars, disablism may be the fundamental system of unearned advantaging and disadvantaging upon which all other notions of difference-as-deviance are constructed. If so, a deeply critical and intersectional investigation of enabled privilege/disablism prepares a grounding from which seeds of novel and effective approaches to social and educational justice may be cultivated. Whether or not disablism holds this pivotal position, the costs to us all in terms of personal, ethical, professional, and financial losses are too steep, have always been too steep. In this disquisition I begin by arguing for the prioritizing and centering of a radical emancipatory discourse--across and within all education venues--regarding disability. In Chapter 2, I explore models of disability and notice where awareness of enabled privilege has been absent in my own experience as an educator and call for all educators to consider what might it mean if awareness of enabled privilege and the harms of disablism were at the center of our daily personal, social, and institutional lives. Chapter 3 investigates the perceptions of post-compulsory education professionals regarding what constitutes disability allyship and identifies three unique viewpoints. Chapter 4 blends conceptualizations of allyship developed within various social justice literatures with those identified viewpoints of disability allyship to yield a model professional development approach focused on an intersectional analysis for social justice through disability justice. The dissertation concludes in Chapter 5 with a discussion of core assertions and findings and points to future research priorities.
NDSU FORWARD Initiative (Funded by the National Science Foundation ADVANCE Institutional Transformation Award HRD-0811239)
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Svyantek, Martina V. "Institutional Counter-surveillance using a Critical Disability Studies Lens." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103643.

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This study examines policy and procedure documents related to Disability at 3 U.S. institutions of higher education over a 25-year time frame. Policy and procedure documents are the foundation that govern how institutions "handle" Disability, outlining expectations and guidelines for providing services and establishing bureaucratic channels used to determine who has access to those services. This research employs a comparative case study mixed methods approach. The found documents and their online contexts are analyzed according to four qualities: findability, cohesion, consistency, and transparency. A document's findability refers to the ability of a user to locate the original document, and a document's cohesion, consistency, and transparency, refer to respectively where, what, and how these documents persist from their original creation date. As I collected these documents, I constructed comparative matrices to track these qualities within and across three different universities. The initial findability of documents demonstrates two key results: 1) during the overall 1990– 2015 time frame, there was a marked change in the availability of materials in a digital format, and 2) the emergence of a way to describe documents via the phrase "Does Not Exist." These materials definitively did not exist prior to a given time frame, but later versions of such documents included an earlier start date. Cohesion results indicate that the documents most likely to be presented in a single source were broadly usable to a large portion of the university population: the general student body. Consistency results address a major issue with the document search: while these materials were likely to exist, at each of these institutions and time frames (barring the DNE documents), they are very difficult to track down. Transparency across found, single-source documents was ubiquitous; if it could be found, it had searchable text. Beyond the findings of my document collection, I created two major products as a result of this dissertation work: key recommendations for different stakeholder groups and a curated exhibit of VT-specific materials collected for this study.
Doctor of Philosophy
This study examines policy and procedure documents related to Disability at 3 U.S. institutions of higher education over a 25-year time frame. Policy and procedure documents are the foundation that govern how institutions "handle" Disability, outlining expectations and guidelines for providing services and establishing bureaucratic channels used to determine who has access to those services. This research employs a comparative case study mixed methods approach. The found documents and their online contexts are analyzed according to four qualities: findability, cohesion, consistency, and transparency. A document's findability refers to the ability of a user to locate the original document, and a document's cohesion, consistency, and transparency, refer to respectively where, what, and how these documents persist from their original creation date. As I collected these documents, I constructed comparative matrices to track these qualities within and across three different universities. The initial findability of documents demonstrates two key results: 1) during the overall 1990– 2015 time frame, there was a marked change in the availability of materials in a digital format, and 2) the emergence of a way to describe documents via the phrase "Does Not Exist." These materials definitively did not exist prior to a given time frame, but later versions of such documents included an earlier start date. Cohesion results indicate that the documents most likely to be presented in a single source were broadly usable to a large portion of the university population: the general student body. Consistency results address a major issue with the document search: while these materials were likely to exist, at each of these institutions and time frames (barring the DNE documents), they are very difficult to track down. Transparency across found, single-source documents was ubiquitous; if it could be found, it had searchable text. Beyond the findings of the document collection, there are two major products as a result of this dissertation work. First, key recommendations for different stakeholder groups (SEEKERS, WRITERS, and KEEPERS) are outlined; these recommendations are intended for the entire audience as practices that they can incorporate within their own documents. Second, the work undertaken to create a repository using materials from my document collection, utilizing the Qualitative Data Repository (based in Syracuse University) as the host for a curated exhibit of VT-specific materials, is described.
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Stuckey, Amanda. "Reading Bodies: Disability and American Literary History, 1789-1889." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499450073.

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This dissertation brings the field of critical disability studies to bear on organizational paradigms of nineteenth-century American literature. “Reading Bodies” intervenes in these fields with the claim that the book in a variety of formats, publications, and circulations acts as a disciplinary tool that seeks to arrange physical and mental characteristics and capacities into the category of disability. This project moves beyond examining representations of disability to demonstrate that the same social, cultural, and political forces that generated literary movements and outpourings – such as nationalism, displacement of Native peoples, slavery, and state-sanctioned violence – also generated material conditions of impairment that formal literary conventions sought to consolidate as “disability.” Individuals and communities reading, writing, and responding to the genres of seduction, historical fiction, slave narrative, Civil War poetry, and children’s literature both deployed and challenged formal literary conventions to model or defy normative and deviant behaviors. The formal characteristics and aesthetic concerns of the field of American literature, I find, are products of larger social processes that both cause impairment and that communicate and mark constructions of disability into and onto reading and non-reading publics. as social and literary forces coalesced the category “disability,” often those populations most vulnerable to impairment responded by challenging, resisting, or completely renovating the conventions and categories of textual and bodily behavior. In a variety of interactions with the book, nineteenth-century women, Native Americans, African Americans, wounded soldiers, and children offer alternative intersectional perspectives and possibilities for what it means to produce literature and for what it means to inhabit a body. Those works considered literary outliers both in their day and in contemporary critical assessments, such as Leonora Sansay’s Secret History (1808), the Life of Black Hawk (1833), and midcentury children’s books printed for sight-impaired readers, reveal the normative underpinnings of literary and bodily taxonomies.
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Quackenbush, Nicole Marie. "Bodies in Culture, Culture in Bodies: Disability Narratives and a Rhetoric of Resistance." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194390.

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In this dissertation I historicize dominant discourses of disability and place my analysis of five published disability narratives in dialogue with those discourses in order to show how the authors of these narratives craft alternative rhetorics to resist representation that casts them as unsuited to public space. Critical to my dissertation is my belief that personal narratives by rhetoricians with disabilities are invaluable sites of rhetorical inquiry, especially in light of the marginalized subject position of people with disabilities in the larger culture. Because my dissertation connects rhetoric and disability studies, my purpose is two-fold. For rhetorical theorists, I argue that attention to dominant discourses of disability and the alternative rhetorics in disability narratives can expand our present understanding of rhetorics of the body to interrogate: (1) who has the authority to speak and who doesn't; (2) who the dominant culture grants the position of subject and who the dominant culture sees as inherently "Other" or an object; and (3) how differing intersections of identity as configured by the actual appearance of the body can often determine whether or not the body "speaks" or is "spoken of" and, in conjunction, whether or not that body is heard, ignored, or silenced. For disability studies scholars, I rediscover the disability narrative as a genre that provides people with disabilities an opportunity to make meaning of their embodied experiences and their material circumstances while simultaneously addressing the ways in which disability itself is also a social construction similar to race, class, and gender. Ultimately, I argue that disability narrative can be a vehicle for a "rhetoric of resistance" that I posit allows people with disabilities to: (1) move their bodies and their voices from the margins to the center of public space; (2) revalue the embodied experience of disability as a site for knowledge and meaning making; and (3) challenge dominant discourses of disability that cast the disabled body as inferior and thereby serve as justification for the cultural devaluation and social marginalization of people with disabilities.
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Books on the topic "Disability studies"

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Corcoran, Tim, Julie White, and Ben Whitburn, eds. Disability Studies. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-199-1.

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Rathgeb, Kerstin, ed. Disability Studies. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18972-7.

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Waldschmidt, Anne, ed. Handbuch Disability Studies. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-531-18925-3.

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International Centre for Interdisciplinary Research in the Human Sciences. Conference, ed. Studies in disability. Sudbury, Ontario: Laurentian University, 2013.

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T. Ward, John. Indigenous Disability Studies. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032656519.

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Davis, Lennard J. The Disability Studies Reader. Fifth edition. | New York, NY: Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315680668.

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Mehrotra, Nilika, ed. Disability Studies in India. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2616-9.

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Wappett, Matthew, and Katrina Arndt, eds. Foundations of Disability Studies. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137363787.

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Davis, Lennard J., Rebecca Sanchez, and Alexander Luft, eds. The Disability Studies Reader. 6th ed. 6th edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003082583.

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1949-, Davis Lennard J., ed. The disability studies reader. 2nd ed. New York: Routledge, 2006.

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Book chapters on the topic "Disability studies"

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Waldschmidt, Anne. "Disability Studies." In Foucault-Hanbuch, 401–5. Stuttgart: J.B. Metzler, 2014. http://dx.doi.org/10.1007/978-3-476-01378-1_59.

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Krentz, Christopher. "Disability Studies." In A Companion to Literary Theory, 348–59. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781118958933.ch28.

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Mollow, Anna. "Disability Studies." In A Companion to Critical and Cultural Theory, 339–56. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118472262.ch21.

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Dobusch, Laura, and Yvonne Wechuli. "Disability Studies." In Handbuch Intersektionalitätsforschung, 1–14. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-26613-4_3-1.

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Dobusch, Laura, and Yvonne Wechuli. "Disability Studies." In Handbuch Intersektionalitätsforschung, 51–64. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-26292-1_3.

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Henderson, Bruce. "Disability Studies." In The Routledge Companion to Literature of the U.S. South, 295–98. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003009924-75.

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Waldschmidt, Anne. "Disability Studies." In Goffman-Handbuch, 489–96. Stuttgart: J.B. Metzler, 2022. http://dx.doi.org/10.1007/978-3-476-05871-3_63.

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Waldschmidt, Anne. "Disability Studies." In Handbuch Körpersoziologie 2, 91–104. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-33298-3_7.

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Waldschmidt, Anne. "Disability Studies." In Foucault-Handbuch, 457–62. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05717-4_85.

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Watson, Nick, and Simo Vehmas. "Disability studies." In Routledge Handbook of Disability Studies, 3–13. Second Edition. | New York : Routledge, 2020. | Series: Routledge international handbooks | Revised edition of Routledge handbook of disability studies, 2012.: Routledge, 2019. http://dx.doi.org/10.4324/9780429430817-1.

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Conference papers on the topic "Disability studies"

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Dorta, Esther Guanche, and Ana Marqués Ibáñez. "Art Games applied to disability." In 9th Conference of the International Committee for Design History and Design Studies. São Paulo: Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/despro-icdhs2014-0127.

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Purwati, Teni, Nabila Aidina, and Ika Kristiana. "Home Learning for Student with Disability in the Pandemic Situation." In International Conference on Psychological Studies. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010808700003347.

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Muhammad Salih AL-AZZAWI, Zainab, and Yousif Inad Zamil AL-IDI. "Disabled Women in the Iraq Sport Community "An Alytical Study in the Sociology of Sports and Disability”." In I.International Congress ofWoman's Studies. Rimar Academy, 2023. http://dx.doi.org/10.47832/lady.con1-14.

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The search discusses the social reality of disabled women and the impact of disability which is increasing day by day for reasons related to diseases, wars ,accidents and political crises experienced by the country the study also shows the interaction between disabled women in the sports sector and members of society and how to integrate and participate in sports activities that benefit them to improve their social reality disability has left its mark on the lives of disabled women their effects appear on them. Therefore, participation in sports activities helps to restore the psychological balance of women with disabilities and develop self – confidence and is one of the most important mechanisms and ways to improve their social status within the sports center.
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Tracy-Bronson, Chelsea. "Positioning Disability at the Core of District Inclusion: Disability Studies in Education in Action." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2111018.

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Rabinowitz, Laurie. "Using Disability Studies to Critically Close Reading Children's Literature." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691451.

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Bomgardner, Estyr. "Disability Studies Tenets in Early Intervention Research: A Systematic Review." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690481.

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Calleja-Blanco, Jonathan, Marina Romeo-Delgado, and Karla Paola Hernández Del Valle. "INTELLECTUAL DISABILITY AND UNIVERSITY STUDIES - AN EXAMPLE OF INCLUSIVE EDUCATION." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1395.

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Boehning, Madeline. "Netnography, an Untapped Resource in Disability Studies in Education Research." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2013976.

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Gazalieva, S. M., M. N. Yugay, and N. Y. Ilyushina. "SURVEILLANCE OF DISABILITY DUE TO OCCUPATIONAL DISEASES IN KARAGANDA REGION BETWEEN 2016 AND 2020." In The 16th «OCCUPATION and HEALTH» Russian National Congress with International Participation (OHRNC-2021). FSBSI “IRIOH”, 2021. http://dx.doi.org/10.31089/978-5-6042929-2-1-2021-1-118-121.

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Abstract: The paper presents the results of statistical studies of disability due to occupational diseases in the Karaganda region between 2016 and 2020. The analysis of disability due to occupational diseases was conducted using the automated information system called "Centralized Database of Persons with Disabilities" (CDPD). The structure of primary disability by the severity of groups, age and sex, the place of work of the affected workers has been studied.
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Rands, Kai. "A Queer Disability Studies Reading of the Life of John Nash." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441530.

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Reports on the topic "Disability studies"

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Moore, Gai, Anton du Toit, Jillian Hutchinson, Susie Thompson, Rebecca Gordon, Alice Knight, E. Graham, and Donna Davenport. The effectiveness of comprehensive health assessments for people with disability. The Sax Institute, March 2021. http://dx.doi.org/10.57022/zjtf4123.

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This Evidence Snapshot, commissioned by the Australian Commission on Safety and Quality in Health Care, summarises the evidence for the effectiveness of comprehensive health assessments for people with disability. Eight high level peer reviewed studies found comprehensive health assessments to be effective in one or more outcome of interest, including identifying new health needs, managing existing needs, and providing health promotion or preventive care. Most were conducted in primary care. In addition to examining peer reviewed studies and grey literature the authors searched over 90 national and international government and non-government agency web sites, identifying nine evaluated instruments. The Snapshot is one of three rapid reviews funded by the NDIS Quality and Safeguards Commission examining effective strategies to improve the health of people with disabilities.
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Wickenden, Mary. Practical Guides for Participatory methods: Disability Inclusive Research. Institute of Development Studies, August 2023. http://dx.doi.org/10.19088/ids.2023.045.

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In the past, people with disabilities have been left out of many aspects of life including research. They have not usually been included in ‘mainstream’ studies about key topics such as health, education, WASH, gender empowerment, social and political participation, while other groups in populations are more routinely asked for their views and their qualitative data is collected. It is often perceived to be too difficult or expensive to include disabled people. This is discriminatory and leads to continued lack of understanding about their lives. We need to collect disability inclusive data to understand disabled people’s situations and needs, alongside others’ views. Additionally, disability-specific research has been rare and poorly funded. Now, partly in response to the game-changing UN Convention on the Rights of Persons with Disability (UNCRPD, 2007), the rights of disabled people to participate in all aspects of life are recognised, and research priorities are changing to include disability data and disabled people’s perspectives on many topics.
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Rohwerder, Brigitte. Disability Inclusive Early Childhood Development and Education in Humanitarian Settings. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/ids.2023.006.

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This review looks at the available evidence on disability inclusion in early childhood development and education in humanitarian settings. It found that little evidence and guidance is available relating specifically to the inclusion of children with disabilities in early childhood education in humanitarian settings and there is a lack of extensive provision. However, some guidance exists and the review presents a number of case studies of disability inclusion in early childhood development and education in humanitarian settings.
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White, Howard, Ashrita Saran, and Hannah Kuper. Evidence and gap map of studies assessing the effectiveness of interventions for people with disabilities. Centre for Excellence and Development Impact and Learning (CEDIL), 2018. http://dx.doi.org/10.51744/cip12.

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This report summarises findings from an evidence and gap map (EGM) commissioned by the Department for International Development (DFID) and undertaken by the Campbell Collaboration (Campbell) and the International Centre for Evidence and Disability (ICED). An EGM is a table which offers a visual presentation of the available evidence for a particular sector. The map provides an overview of what studies are available, but it does not summarise the findings. In the disability map the rows are intervention categories and the columns are indicator (outcome) domains. The framework for the EGM – interventions and outcomes – are based on the components of WHO’s Community Based Rehabilitation (CBR) matrix (Figure 1) (WHO, 2010). Both interventions and outcomes use the same set of headings, that is: health, education, livelihood, social and empowerment.
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Moore, Gai, Anton du Toit, Susie Thompson, Alice Knight, and Rebecca Gordon. The effectiveness of oral health interventions for people with disability. The Sax Institute, March 2021. http://dx.doi.org/10.57022/lose8402.

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This Evidence Snapshot, commissioned by the Australian Commission on Safety and Quality in Health Care, summarises the evidence on improving oral health for adults with disability, and reducing associated risks to health and wellbeing. Most studies looked people with intellectual and developmental disability (IDD) and one at people with schizophrenia. Interventions included those directed to people with IDD and to caregivers, care planning and organisational interventions, and training interventions (for people with disability, family and carers, and clinical and non-clinical support workers). The report provides a comprehensive set of key messages related to the design and implementation of interventions, drawn from both peer reviewed and grey literature. The Snapshot is one of three rapid reviews funded by the NDIS Quality and Safeguards Commission examining effective strategies to improve the health of people with disabilities.
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Gutierrez-Arias, Ruvistay, Ximena Neculhueque-Zapata, Raul Valenzuela-Suazo, and Pamela Seron. Assessing people's functioning through rehabilitation registries systems. A rapid scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2022. http://dx.doi.org/10.37766/inplasy2022.2.0006.

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Review question / Objective: 1.- To systematize the available scientific evidence on rehabilitation models and rehabilitation registries systems, which allow for the assessment of people's functioning; 2.- To describe rehabilitation data registries systems used internationally and the "minimum data set" that relate to the functioning of persons. Eligibility criteria: - Population: Studies that have enrolled adult or paediatric patients, with any condition or pathology that could potentially result in low functioning or disability, related to impairments, activity limitation or restriction in participation, according to the International Classification of Functioning, Disability and Health (ICF) framework will be included. - Concept: Studies that submitted data from a rehabilitation registry, bank, or database containing a minimum data set will be included. These registries may include clinical and administrative information that can be used to improve the quality of care, monitor or answer research questions. - Context: Studies that have been conducted in a context of rehabilitation programs and assessment of function or disability, at any level of care, and that have directly or indirectly addressed aspects or variables that can account for functioning, capacity, or participation according to the ICF framework will be included. The inclusion of studies will not be limited by their methodological design, since they will be used to identify rehabilitation registries or databases, so primary studies (cohort studies, case-control studies, among others) and secondary studies (systematic reviews, exploratory reviews, among others) will be considered.
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Jiménez, Esteban Vidal, Vanessa Velasquez Belmar, and Andres Riveros Valdes. Effectiveness of physical rehabilitation methods for pain treatment and disability in patients with Complex Regional Pain Syndrome. A Systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0109.

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Review question / Objective: To establish the effectiveness of physiotherapy techniques for pain treatment and functionality in patients with Complex Regional Pain Syndrome. Condition being studied: Complex Regional Pain Syndrome is a chronic condition characterized by causing spontaneous or induced pain described by the patient disproportionally in relation to the inciting event, which leads to lower functionality and disability. Eligibility criteria: The syndrome’s diagnosis should have been made following the Budapest criteria or any other duly validated criteria.All the studies that mentioned the CRPS but their study subject was not its treatment were excluded. In addition, we did not include studies performed with animals, systematic reviews, summaries, thesis, pilot studies, or letters to the editor.
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Wickenden, Mary, Brigitte Rohwerder, and Josephine Njungi. Experiences and Expectations of Inclusive Pre-primary Education in Kenya: Reporting the Results of the First Round of Focus Group Discussions in Homa Bay and Kakuma. Institute of Development Studies, July 2022. http://dx.doi.org/10.19088/ids.2022.055.

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The Disability Inclusive Development (DID) programme is a large disability programme funded by the UK government’s Foreign Commonwealth and Development Office (FCDO). Under this programme, Task Order 20 is a project in Kenya aiming to develop the idea of inclusive early child development and education (IECDE), so that children with disabilities will be able to attend pre-schools alongside other children in their community. The project is trialling this approach in nine schools in different contexts, and as part of the project, the Institute of Development Studies UK is leading a piece of qualitative participatory research running a series of focus group discussions and individual interviews with different stakeholders. This report outlines the findings of the first round of focus group discussions. URI
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Wu, Xiaoqi, Maoxia Fan, Yaobo Pan, and Dona Guo. Quality of Evidence Supporting the Effects of Ginkgo Terpene Lactone Preparations in Ischemic Stroke: An Overview of Systematic Reviews and Meta-Analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0124.

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Review question / Objective: 2.2.1 Type of studies SRs/MAs of Randomized Controlled Trials (RCTs) of GTLP for IS in any language. 2.2.2 Type of Participants Included patients were diagnosed with IS according to international or national standards, regardless of race, age, gender, time of onset, and source of cases. 2.2.3 Type of Intervention The intervention method in the control group was routine treatment, and the intervention method in the intervention group was GTLP treatment or GTLP combined with the treatment of the control group. 2.2.4 Types of outcomes Conclusions at least need to include clinical efficacy analysis and National Institute of Health Stroke Scale (NIHSS). Condition being studied: Stroke is the second leading cause of death and third leading cause of disability globally.Among them, ischemic stroke (IS) accounts for 70% of all stroke types. It is a central nervous system disease caused by cerebral blood circulation disorder, ischemia and hypoxia .The incidence rate is high and increasing year by year, the age of onset is younger, the disability rate is high, and most patients have different degrees of limb motor dysfunction.In order to reduce the burden of stroke on the society and the patient's family, many articles proposed to strengthen the primary stroke prevention - behavior change and drug intervention.
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Chand, Obindra Bahadur, Katie Moore, and Stephen Thompson. Key Considerations: Disability-Inclusive Humanitarian Action and Emergency Response in South and Southeast Asia and Beyond. Institute of Development Studies, July 2023. http://dx.doi.org/10.19088/sshap.2023.019.

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In many settings, people with disabilities face multiple and complex layers of environmental, societal and structural barriers. These barriers can lead to them being disproportionately harmed, neglected and excluded during humanitarian and other emergency responses.1–3 This is especially evident in low- and middle-income countries (LMICs), including Nepal and other South and Southeast Asian nations.4 Limited awareness of the needs of people with disabilities, entrenched social stigma, and inaccessible infrastructure can exacerbate the challenges they face in emergency situations. In addition, there has been little preparation and planning to make disaster and emergency planning disability inclusive.3,5,6 This brief explores disability in the context of humanitarian and public health emergencies in South and Southeast Asia. Its focus is on Nepal, but the principles are universally relevant and can be adapted for any context. It is intended for stakeholders in government, civil society and the humanitarian sector. It aims to support stakeholders to better understand how structural inequities, alongside social and cultural norms and practices, exacerbate the marginalisation and exclusion of people with disabilities in emergencies. This brief presents examples of good practice for disability-responsive humanitarian and emergency planning and intervention. It also provides key considerations for actors aiming to support greater inclusion of people with disabilities in response. This brief draws on evidence from academic and grey literature, and from open-source datasets. It was authored by Obindra Chand (HERD International, University of Essex), Katie Moore (Anthrologica) and Stephen Thompson (Institute of Development Studies (IDS)), supported by Tabitha Hrynick (IDS). This brief is the responsibility of SSHAP.
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