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Relevant bibliographies by topics / Multiple disabilities

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Academic literature on the topic 'Multiple disabilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 January 2023

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Journal articles on the topic "Multiple disabilities"

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Lancioni, Giulio E., Nirbhay N. Singh, Mark F. O'Reilly, and Doretta Oliva. "Multiple Microsuvitches for Children with Multiple Disabilities." Journal of Positive Behavior Interventions 4, no. 2 (April 2002): 104–8. http://dx.doi.org/10.1177/109830070200400205.

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Craig, Gabriele M. "Intersubjectivity, phenomenology and multiple disabilities." International Journal of Art Therapy 14, no. 2 (December 2009): 64–73. http://dx.doi.org/10.1080/17454830903329204.

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SERBAN, Ioana, and Andreea HATHAZI. "The SLT specificity in multiple disabilities: personalized strategies and resources." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VIII, no. 1 (March 31, 2022): 69–77. http://dx.doi.org/10.26744/rrttlc.2022.8.1.08.

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Students with multiple disabilities may present many challenges regarding their development in areas such as cognition, language and communication, social interaction, emotional abilities, literacy, or behaviour. The speech and language therapist is a member of the multidisciplinary team which assesses, plans, and implements specific intervention programs for children with multiple disabilities. Most of these children are strongly dependent on their parents, teachers, or therapists for every activity they carry out through the day. Depending on their communication behaviour or patterns with a certain partner, children with multiple disabilities require individualized and/or personalized programmes of communication which may include specific strategies. This paper will present the differences between individualised and personalized approaches and will propose a reflective-based tool for assessment and intervention centred on developing communication abilities for children with multiple disabilities.

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Unger, Kathleen Paone. "Educating Children with Multiple Disabilities (book)." Children's Health Care 18, no. 3 (June 1989): 180–81. http://dx.doi.org/10.1207/s15326888chc1803_12.

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Frank, A. O. "Minimising psychosocial disabilities of multiple sclerosis." BMJ 304, no. 6843 (June 27, 1992): 1692–93. http://dx.doi.org/10.1136/bmj.304.6843.1692-c.

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Horn, Eva, and Jean Kang. "Supporting Young Children With Multiple Disabilities." Topics in Early Childhood Special Education 31, no. 4 (November 7, 2011): 241–48. http://dx.doi.org/10.1177/0271121411426487.

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Giovannoni, Gavin, John F. Fole, and David W. Brandes. "Hidden Disabilities in Multiple Sclerosis The impact of Multiple Sclerosis on Patients and their Caregivers." European Neurological Review 8, (Suppl.1) (2013): 2. http://dx.doi.org/10.17925/enr.2013.08.s1.2.

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Multiple sclerosis (MS) is a heterogeneous condition that presents with a large variety of symptoms. While motor functions including coordination, gait and walking ability are clearly visible to clinicians, including MS specialists. These are sometimes termed hidden disabilities and are often overlooked because patients do not mention them in consultations, either because they are embarrassed, do not want to disappoint their family and therefore do not mention the symptoms, or they have not linked the symptoms to their disease. Hidden disabilities in MS include cognition and memory impairment, depression, anxiety and pseudobulbar affect, pain, fatigue, sleep disorders, bowel, bladder and sexual dysfunctions, osteopenia and osteoporosis. These disabilities are associated with a reduced quality of life in patients, their families and caregivers, and affect the ability of patients to function in everyday life. Pharmacological treatments and other interventions are available to manage these symptoms; however, the effectiveness of these interventions in MS is variable. There is need for greater recognition and further research into therapeutic options to reduce the burden of hidden disabilities in MS.

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Nganji, Julius T., and Mike Brayshaw. "Disability-aware adaptive and personalised learning for students with multiple disabilities." International Journal of Information and Learning Technology 34, no. 4 (August 7, 2017): 307–21. http://dx.doi.org/10.1108/ijilt-08-2016-0027.

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Purpose The purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is made possible through employing semantic web technology to model the learner and their needs. Design/methodology/approach The paper reviews personalised learning for students with disabilities, revealing the shortcomings of existing e-learning environments with respect to students with multiple disabilities. It then proceeds to show how the needs of a student with multiple disabilities can be analysed and then simple logical operators and knowledge-based rules used to personalise learning materials in order to meet the needs of such students. Findings It has been acknowledged in literature that designing for cases of multiple disabilities is difficult. This paper shows that existing learning environments do not consider the needs of students with multiple disabilities. As they are not flexibly designed and hence not adaptable, they cannot meet the needs of such students. Nevertheless, it is possible to anticipate that students with multiple disabilities would use learning environments, and then design learning environments to meet their needs. Practical implications This paper, by presenting various combination rules to present specific learning materials to students with multiple disabilities, lays the foundation for the design and development of learning environments that are inclusive of all learners, regardless of their abilities or disabilities. This could potentially stimulate designers of such systems to produce such inclusive environments. Hopefully, future learning environments will be adaptive enough to meet the needs of learners with multiple disabilities. Social implications This paper, by proposing a solution towards developing inclusive learning environments, is a step towards inclusion of students with multiple disabilities in VLEs. When these students are able to access these environments with little or no barrier, they will be included in the learning community and also make valuable contributions. Originality/value So far, no study has proposed a solution to the difficulties faced by students with multiple disabilities in existing learning environments. This study is the first to raise this issue and propose a solution to designing for multiple disabilities. This will hopefully encourage other researchers to delve into researching the educational needs of students with multiple disabilities.

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Lancioni, Giulio E., Mark F. O'Reilly, Doretta Oliva, Nirbhay N. Singh, and Mauro M. Coppa. "Multiple Microswitches for Multiple Responses with Children with Profound Disabilities." Cognitive Behaviour Therapy 31, no. 2 (January 2002): 81–87. http://dx.doi.org/10.1080/16506070252959517.

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Okitsu, Takuji. "Audiological problems in children with multiple disabilities." AUDIOLOGY JAPAN 53, no. 6 (2010): 664–76. http://dx.doi.org/10.4295/audiology.53.664.

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Dissertations / Theses on the topic "Multiple disabilities"

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DeBar, Ruth M. "Teaching Learners with Multiple Disabilities to Isolate Phonemes." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142.

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Wilder, Jenny. "Proximal processes of children with profound multiple disabilities." Doctoral thesis, Stockholm : Department of Psychology, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8140.

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Chambers, Cynthia R. "Teaching Children with Moderate/Severe or Multiple Disabilities." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3897.

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Coyle, Lindsay-Ann. "'Not fitting in' : negotiating multiple illnesses and/or disabilities." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11497/.

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The existing social sciences literature has placed considerable emphasis on the experiences of people living with singular illnesses or disabilities (Clarke and Griffin 2008). In this thesis it will be argued that it is also important to explore people’s experiences of negotiating multiple illnesses and/or disabilities. The number of people living with three or more long- term conditions in England is expected to rise from 1.9 million in 2008 to 2.9 million in 2018 (Department of Health 2012). Despite this significant increase, the voices of people negotiating multiple illnesses and/or disabilities are rarely heard in academia, politics, activism, medicine, education, employment and civic society. Using data generated during semi-structured interviews conducted in the North-East of England, this piece of research explores the extent to which people negotiating multiple illnesses and/or disabilities present a challenge to dominant expectations about the functions, capacities and conduct of bodies across time and space. I will specifically examine the ways in which participants in this research do not ‘fit into’ three important settings/contexts: (i) clinical encounters, (ii) spaces of mobility and (iii) imaginations of (hopeful) futures. Predominantly shaped by epistemological, methodological and empirical insights from existing feminist social sciences literature, this research focuses on the individual and collective (emotional, relational, material) implications of negotiating the (often) uncertain, confusing and incomprehensible bodily experiences associated with ‘managing’ multiple illnesses and/or disabilities. As well as providing a space in which the voices of this previously silenced group of people are heard, this thesis prompts consideration of the structures, processes and practices that shape and constrain people negotiating multiple illnesses and/or disabilities. Addressing such problems necessarily involves destabilising accepted norms about how bodies ‘should’ operate in particular spaces, at particular times and, thus, presents a critique to dominant and standardised ideas about how our society ‘should’ be organised. One important consequence of the contravention of such societal expectations by people negotiating multiple illnesses and/or disabilities is the sense that multiply ill and/or disabled bodies are less valuable than other bodies: an idea that this research seeks to challenge. In doing so, this thesis not only contributes to the development of the existing social sciences literature that currently focuses on experiences of people with singular illnesses and/ or disabilities, but also provides discussion that medics, activists and policy makers (amongst others) may find interesting.

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Darling, Joseph A. "Measuring Indices of Happiness in Adults with Profound Multiple Disabilities." Thesis, Northcentral University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645429.

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Individuals with profound multiple disabilities (PMD) have significant deficits in intellectual functioning in addition to physical disabilities and associated medical conditions. Often, these individuals have communication deficits making the expression of basic wants and needs challenging. Given the communication difficulties associated with profound multiple disabilities, there is a need for systematic assessment to better understand emotional responses of individuals with profound multiple disabilities, including happiness responses. Methods to identify emotions of individuals with profound multiple disabilities have improved over the past few years. Within the field of psychology, there has been a growing base of empirical information regarding happiness. One of the defining concerns of positive psychologists is the positive emotion of happiness. Applied behavior analysis provides a body of research and theoretical underpinnings to examine theoretical gaps in expression of emotions for individuals who have profound multiple disabilities. This quantitative study assessed whether presentation of preferred items and activities during multiple periods of the day (and over multiple days) increased indices of happiness (over time/sustained) in individuals with PMD. A multiple baseline design across participants was utilized to measure changes in indices of happiness of the participants. Participants were recruited from an adult day activity program specializing in providing assistance to individuals with disabilities. For Mary, baseline indices of happiness were 26.67% of intervals, increasing 6.76% during intervention to 33.43%. For Caleb, baseline indices of happiness were 20.84% of intervals, increasing 6.34% during intervention to 27.18%. For Mark, baseline indices of happiness were 40.00% of intervals, increasing 12.75% during intervention to 52.75%. Overall interobserver agreement was 82.8%, with interobserver agreement observations occurring during 63.04% of the observations. The results of the investigation demonstrated that presenting preferred items and activities increased the indices of happiness compared to baseline rates of indices of happiness. Results may have been more robust if the participants were assessed for overall responsiveness patterns prior to the initiation of measurement of indices of happiness.

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Dickinson, Danielle. "Changing perceptions of adults with intellectual disabilities from multiple perspectives." Thesis, University of Hull, 2017. http://hydra.hull.ac.uk/resources/hull:16052.

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This thesis portfolio comprises of three parts: Part one – Systematic Literature Review The systematic literature review explored the effectiveness of interventions to change negative perceptions of adults with intellectual disabilities. A systematic search identified 19 studies detailing various interventions. A narrative synthesis of the findings is presented, incorporating methodological critique throughout. Conclusions from the evidence base are drawn, with implications for future research. Part two – Empirical Paper The empirical paper explored the impacts of a theatre company on perceptions and understandings of intellectual disabilities from multiple perspectives including; members of the theatre company with intellectual disabilities, significant people in their lives, and members of the wider community. A qualitative approach was adopted, particularly thematic analysis. Four superordinate and nine subordinate themes were identified, acknowledging the connectivity, normality and growth associated with the theatre company, and offering recommendations for similar organisations. The findings are discussed relative to theoretical and empirical literature, culminating in implications of the results and avenues for future research. Part three - Appendices The appendices provide supplementary information for parts one and two, and also includes an epistemological statement and a reflective statement.

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Cole, Shana. "Caregiving for a Child with Multiple Disabilities: A Mother's Story." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3696.

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Multiple disabilities does not just affect the individual, it affects caregivers as well. Once a child and parent receives the diagnosis of multiple disabilities they find themselves in a new territory, a new mindset. This study is a longitudinal autoethnographic personal narrative of a mother of a child with multiple disabilities using an intimate inquiry framework. Intimate inquiry allowed me as the researcher to explore my experiences as a reflection of the culture of caregivers of children with multiple disabilities. The purpose of this research was to attempt to understand what it means to raise a child with multiple disabilities from the inside with regards to the positive and negative transformations associated with raising and educating a child with multiple disabilities while achieving personal growth. Findings from my autoethnography suggest that caregivers from all aspects of the child’s life (family, home, school, child care, medical professionals) may share similar experiences and reactions addressed in the themes I identified. While this study specifically relates to caregiving for a child with multiple disabilities, it has the potential to relate to caregivers of any nature; those caring for their children, a spouse, or a parent or other family member.

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Claney, Anita. "Living with multiple disabilities: Design for adult day program facilities." Thesis, The University of Arizona, 1999. http://hdl.handle.net/10150/278713.

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This thesis applies a design programming process to users with multiple, severe disabilities. The goal is to increase independent functioning, self-efficacy and competency through design. The example used in this thesis is the design of day program facilities for adults with multiple, severe disabilities. The existing state of disability in the United States is analyzed. This includes the models of disabilities, historical aspects of the disability movement, the design professions' response, multiple disabilities and day program facilities. Hershberger's Value-Centered programming process is discussed. Its' determinants of architecture are applied to day program facilities and the consumers who attend such programs. Generalized values and issues are presented as background information and applied to a hypothetical design project for a day program facility. Future applications and research are recommended to facilitate the process of including users with special needs in the design programming process.

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Kennedy-Murray, Linda N. "Teachers' Perceptions and Practices of Multiple Intelligences Theory in Middle Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2071.

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Despite instructional changes and administrative support, students with learning disabilities in a middle school located in Georgia did not meet the state expectations to perform at their grade level in core subjects on the state's standardized test. The purpose of this correlational study was to determine whether a relationship existed between teachers' familiarity with Gardner's multiple intelligences (MI) theory and the MI instructional strategies they used in the classroom setting. Gardner's MI theory was used as the theoretical foundation, which supports the idea that if teachers can identify the intelligences (e.g., interpersonal, intrapersonal, visual/spatial, musical, bodily/kinesthetic, mathematical/logical, verbal/linguistic, and naturalistic) in each child and then teach to those abilities, the child will learn better. The sample included 61 middle school teachers who participated in Gardner's MI familiarity and MI practices online self-report survey. Data were analyzed descriptively and inferentially using correlations and regression. The results revealed that a majority (61%) of teachers were unfamiliar or only somewhat familiar with Gardner's MI theory. A simple linear regression revealed no significant relationship between teacher classroom practices and familiarity with Gardner's theory. Recommendations included conducting additional research on MI with a larger sample; additional research was also recommended on the best classroom practices for teachers to support a wide range of diverse learners. Implications for positive social change include providing the local site with information and recommendations that will further the dialogue related to what schools can do to promote learning and academic success for all students.

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McLinden, Michael Timothy. "Haptic exploratory strategies and children who are blind with multiple disabilities." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390854.

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Books on the topic "Multiple disabilities"

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Pawlyn, Jillian, and Steven Carnaby, eds. Profound Intellectual and Multiple Disabilities. Oxford, UK: Wiley-Blackwell, 2008. http://dx.doi.org/10.1002/9781444301526.

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Teaching individuals with physical and multiple disabilities. 3rd ed. New York: Merrill, 1990.

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1957-, Heller Kathryn Wolff, and Bigge June L, eds. Teaching individuals with physical or multiple disabilities. 6th ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2010.

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Bigge, June L. Teaching individuals with physical, health, or multiple disabilities. 4th ed. Upper Saddle River, N.J: Merrill Prentice Hall, 2001.

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1951-, Orelove Fred P., Sobsey Richard, Silberman Rosanne K, and Orelove Fred P. 1951-, eds. Educating children with multiple disabilities: A collaborative approach. 4th ed. Baltimore, Md: P.H. Brookes Pub. Co., 2004.

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Educational intervention for the student with multiple disabilities. Springfield, Ill., U.S.A: C.C. Thomas, 1992.

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Richard, Sobsey, ed. Educating children with multiple disabilities: A transdisciplinary approach. Baltimore: Brookes Pub. Co., 1987.

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Richard, Sobsey, ed. Educating children with multiple disabilities: A transdisciplinary approach. 2nd ed. Baltimore: P.H. Brookes Pub. Co., 1991.

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Richard, Sobsey, ed. Educating children with multiple disabilities: A transdisciplinary approach. 3rd ed. Baltimore: P.H. Brookes Pub. Co., 1996.

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Coping when a parent has multiple sclerosis. New York: Rosen Pub. Group, 1992.

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Book chapters on the topic "Multiple disabilities"

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Smith, Shelley D., William J. Kimberling, and Bruce F. Pennington. "Screening for Multiple Genes Influencing Dyslexia." In Reading Disabilities, 97–110. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_7.

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Bruce, Susan M., and Sarah E. Ivy. "Severe and Multiple Disabilities." In Handbook of Special Education, 411–27. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-32.

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Fulker, D. W., L. R. Cardon, J. C. Defries, W. J. Kimberling, B. F. Pennington, and S. D. Smith. "Multiple Regression Analysis of Sib-Pair Data on Reading to Detect Quantitative Trait Loci." In Reading Disabilities, 111–25. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_8.

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Kuhlthau, Karen. "Parent Caregivers of Children with Disabilities." In Multiple Dimensions of Caregiving and Disability, 67–82. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3384-2_5.

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Lancioni, Giulio E., Nirbhay N. Singh, Mark F. O’Reilly, Jeff Sigafoos, and Doretta Oliva. "Assistive Technology in Severe and Multiple Disabilities." In Evidence-Based Practices in Behavioral Health, 95–115. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27297-9_5.

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Cosetti, Maura K., and Susan B. Waltzman. "Cochlear Implants in Patients with Multiple Disabilities." In Encyclopedia of Otolaryngology, Head and Neck Surgery, 492–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-23499-6_682.

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McDaniel, Susan H., and Anthony R. Pisani. "Family Dynamics and Caregiving for People with Disabilities." In Multiple Dimensions of Caregiving and Disability, 11–28. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3384-2_2.

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Viola, Deborah, and Peter S. Arno. "Long-Term Care Planning for Individuals with Developmental Disabilities." In Multiple Dimensions of Caregiving and Disability, 169–83. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3384-2_11.

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Gaventa, William. "Faith and Spirituality: Supporting Caregivers of Individuals with Disabilities." In Multiple Dimensions of Caregiving and Disability, 117–34. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3384-2_8.

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Bowe, Frank G. "Legal Issues Related to Caregiving for an Individual with Disabilities." In Multiple Dimensions of Caregiving and Disability, 153–68. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3384-2_10.

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Conference papers on the topic "Multiple disabilities"

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Rodriguez, Nancy. "Development of a wheelchair simulator for children with multiple disabilities." In 2015 3rd IEEE VR International Workshop on Virtual and Augmented Assistive Technology (VAAT). IEEE, 2015. http://dx.doi.org/10.1109/vaat.2015.7155405.

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Sanches-Ferreira, Manuela, Mónica Silveira-Maia, and Sílvia Alves. "ADJUSTING SCHOOL ENVIRONMENT FOR CHILDREN WITH PROFOUND AND MULTIPLE DISABILITIES." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end030.

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Telesheva, S. V. "Education and upbringing of children with disabilities and disabilities and families with children with severe multiple developmental disorders." In Scientific trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-07-2020-11.

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Dey, S., R. Mukherjee, and A. Basu. "Embedded Sanyog: a Portable Communication Tool for People with Multiple Disabilities." In First International Workshop on Expressive Interactions for Sustainability and Empowerment (EISE 2009). BCS Learning & Development, 2009. http://dx.doi.org/10.14236/ewic/eise2009.10.

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Pyankova, Anastasia Vasilievna. "PRINCIPLES OF CORRECTIVE WORK WITH CHILDREN WITH SEVERE MULTIPLE DEVELOPMENTAL DISABILITIES." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-127.

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Abellard, Patrick, and Alexandre Abellard. "Serious games adapted to children with profound intellectual and multiple disabilities." In 2017 9th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games). IEEE, 2017. http://dx.doi.org/10.1109/vs-games.2017.8056597.

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Manresa-Yee, Cristina, Ann Morrison, and Joan Jordi Muntaner. "First Insights with a Vibrotactile Interface for Children with Multiple Disabilities." In CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2702613.2732910.

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Yaneva, Victoria, Constantin Orasan, Richard Evans, and Omid Rohanian. "Combining Multiple Corpora for Readability Assessment for People with Cognitive Disabilities." In Proceedings of the 12th Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-5013.

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Merchan-Garcia, Domenica A., Alejandro S. Enriquez-Mancheno, Victor H. Uguna-Uguna, Paola F. Suquilanda-Cuesta, and Vladimir E. Robles-Bykbaev. "Development of an arcade controller for children with intellectual disabilities to improve fine motor skills through video games." In 2020 IEEE Games, Multimedia, Animation and Multiple Realities Conference (GMAX). IEEE, 2020. http://dx.doi.org/10.1109/gmax49668.2020.9256830.

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Nganji, Julius T., and Mike Brayshaw. "Personalizing learning materials for students with multiple disabilities in virtual learning environments." In 2015 Science and Information Conference (SAI). IEEE, 2015. http://dx.doi.org/10.1109/sai.2015.7237128.

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Reports on the topic "Multiple disabilities"

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Rohwerder, Brigitte, Rohwerder, Brigitte, Stephen Thompson, Jackie Shaw, Mary Wickenden, Shubha Kayastha, Anita Sigdel, Fatema Akter, and Rabia Bosri. ‘Because of COVID, Everything is a Mess’ How Have People with Disabilities Experienced the Pandemic in Nepal and Bangladesh? Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/if.2021.001.

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COVID-19 is deepening pre-existing inequalities. Emerging research suggests that people with disabilities across the world have experienced various rights violations and been disproportionality affected by the health, economic and social impacts of the pandemic and responses to it. The aim of this research was to better understand how people with disabilities who are often excluded from research have experienced the evolving COVID-19 pandemic in Bangladesh and Nepal. In order to better understand how it has affected some of the most marginalised groups of people with disabilities, this study used in-depth qualitative research to focus on people with intellectual, psychosocial, deafblindness and other multiple impairments.

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Rohwerder, Brigitte, Stephen Thompson, Jackie Shaw, Mary Wickenden, Shubha Kayastha, Anita Sigdel, Fatema Akter, and Rabia Bosri. ‘Because of COVID, Everything is a Mess’ How Have People with Disabilities Experienced the Pandemic in Nepal and Bangladesh? Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/if.2021.003.

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COVID-19 is deepening pre-existing inequalities. Emerging research suggests that people with disabilities across the world have experienced various rights violations and been disproportionality affected by the health, economic and social impacts of the pandemic and responses to it. The aim of this research was to better understand how people with disabilities who are often excluded from research have experienced the evolving COVID-19 pandemic in Bangladesh and Nepal. In order to better understand how it has affected some of the most marginalised groups of people with disabilities, this study used in-depth qualitative research to focus on people with intellectual, psychosocial, deafblindness and other multiple impairments.

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Rohwerder, Brigitte, Stephen Thompson, Jackie Shaw, Mary Wickenden, Shubha Kayastha, Anita Sigdel, Fatema Akter, and Rabia Bosri. ‘Because of COVID, Everything is a Mess’ How Have People with Disabilities Experienced the Pandemic in Nepal and Bangladesh? Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/if.2021.002.

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COVID-19 is deepening pre-existing inequalities. Emerging research suggests that people with disabilities across the world have experienced various rights violations and been disproportionality affected by the health, economic and social impacts of the pandemic and responses to it. The aim of this research was to better understand how people with disabilities who are often excluded from research have experienced the evolving COVID-19 pandemic in Bangladesh and Nepal. In order to better understand how it has affected some of the most marginalised groups of people with disabilities, this study used in-depth qualitative research to focus on people with intellectual, psychosocial, deafblindness and other multiple impairments.

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Daniels, Jacqulyn. The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6284.

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Price, Roz. Inclusion of Marginalised Groups in Sensitive Programming in Pakistan. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/k4d.2021.090.

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This rapid review focuses on the different variations of discrimination against marginalized groups, with a focus on the effect of intersecting and overlapping inequalities and the different experiences and outcomes they have on the varied groups. It highlights how marginalized groups have been included in interventions addressing issues of discrimination in Pakistan. The review also looks into different change interventions that deliver inclusive outcomes for women, girls and persons with disabilities with a focus on preventing violence against those groups. The review notes that intersecting inequalities have led to different experiences and outcomes relating to discrimination. It states that there is a need to address the different groups facing discrimination in a way that addresses their specified experiences because the effects of discrimination are not the same for every person. The review states that in addressing discrimination for the different groups, programmes should pursue multiple entry points to promote non-discrimination, they should work in multiple sites within and across countries and they should work with multiple partners who play different roles in communities.

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Rohwerder, Brigitte. Inclusion of Marginalised Groups in Social Assistance in Crises. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/basic.2022.023.

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Leave no one behind is the central, transformative promise of the Sustainable Development Goals (SDGs), aimed at reaching the poorest and combating discrimination and (multiple and intersecting) inequalities that undermine people’s human rights. The importance of leaving no one behind is vital in contexts of recurrent shocks, climate and humanitarian crises, protracted conflict, and forced displacement that cause disruption, deprivation, and a lack of access to basic needs. Crises often exacerbate existing inequalities and vulnerabilities for socially excluded and marginalised people, including women and girls, children and youth, older people, people with disabilities, ethnic and religious minorities, and sexual and gender minorities. Social assistance, in the form of government provided or humanitarian assistance, seeks to alleviate crisis impacts. The structures, systems, and barriers that exclude some people generally can also exclude them from social assistance in crises. Such exclusion, both before and during a crisis, can increase deprivation, reduce resilience to shocks, and exacerbate protection risks by increasing people’s vulnerability to exploitation and abuse. Crises, consequently, can disproportionately impact marginalised people. A lack of inclusive social assistance programming thus undermines rights, ethics, and effectiveness in crises – as explored in this summary briefing of the three BASIC Research working papers on inclusion.

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Cao, Xianling, Xuanyou Zhou, Naixin Xu, Songchang Chang, and Chenming Xu. Association of IL-4 and IL-10 Polymorphisms with Preterm Birth Susceptibility: A Systematic Review and Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0044.

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Review question / Objective: The aim of our systematic review and meta-analysis was to summarize the effects of IL-4 and IL-10 gene polymorphism and clarify their possible association with PTB. Condition being studied: World Health Organization (WHO) defines preterm birth (PTB) as babies born alive before 37 weeks of pregnancy are completed. The new estimates show that the prevalence of PTB during 2014 ranged from 8.7% to13.4% of all live births, about 15 million preterm babies born each year. Besides, PTB is the leading cause of death worldwide for children below 5 years of age. Babies born preterm are at an increased risk of short-term and long-term complications attributed to immaturity of multiple organ systems, such as cerebral palsy, intellectual disabilities, vision and hearing impairments, and impaired cognitive development. PTB has become a worldwide public health problem, but its etiology remains unclear. Accumulating evidence shows that PTB is a syndrome that can be attributed to a variety of pathological processes(5). Inflammatory diseases and genetic background are known risk factors for PTB, many studies had shown that genetic variations in proinflammatory cytokines such as tumor necrosis factor-α (TNF-α) and interleukin-1 α (IL-1 α) are associated with increased risk of PTB, but the relationship between genetic polymorphism in anti-inflammatory cytokines and risk of PTB remains controversial.

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Rohwerder, Brigitte, and Carolina Szyp. The Risks and Outcomes of Getting Help for Marginalised People: Navigating Access to Social Assistance in Crises. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/basic.2022.007.

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Crises exacerbate existing inequalities and vulnerabilities for marginalised people, including women and girls, children and youth, older people, people with disabilities, ethnic and religious minorities, and sexual and gender minorities. Many of them face multiple and intersecting inequalities, especially people who are forcibly displaced. Social assistance seeks to alleviate crisis impacts by protecting vulnerable people and averting them from deprivation, but the same structures and systems that make some people more exposed (and excluded) generally can exclude them from social assistance in crises and further undermine their situation. There is substantial literature that already discusses the benefits and opportunities of social assistance generally. The added value of this paper is in examining the risks of navigating access to social assistance in crises for these marginalised people, and the positive and negative outcomes of accessing or not accessing this assistance. The existing evidence suggests that social assistance can improve marginalised people’s food security, help households meet their basic needs, reduce stress and household tensions, reduce gender-based violence, improve health, education, and wellbeing, and reduce negative coping mechanisms. However, it can also disrupt their social support mechanisms and expose them to violence and further risks. Such risks – some of which also apply to those who are excluded from social assistance, and which do not apply to all marginalised people all the time similarly – include neglect, discrimination, sexual exploitation and abuse, increased household and community tensions, gender-based violence, stigma, theft, and accessibility issues.

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Newman-Toker, David E., Susan M. Peterson, Shervin Badihian, Ahmed Hassoon, Najlla Nassery, Donna Parizadeh, Lisa M. Wilson, et al. Diagnostic Errors in the Emergency Department: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), December 2022. http://dx.doi.org/10.23970/ahrqepccer258.

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Objectives. Diagnostic errors are a known patient safety concern across all clinical settings, including the emergency department (ED). We conducted a systematic review to determine the most frequent diseases and clinical presentations associated with diagnostic errors (and resulting harms) in the ED, measure error and harm frequency, as well as assess causal factors. Methods. We searched PubMed®, Cumulative Index to Nursing and Allied Health Literature (CINAHL®), and Embase® from January 2000 through September 2021. We included research studies and targeted grey literature reporting diagnostic errors or misdiagnosis-related harms in EDs in the United States or other developed countries with ED care deemed comparable by a technical expert panel. We applied standard definitions for diagnostic errors, misdiagnosis-related harms (adverse events), and serious harms (permanent disability or death). Preventability was determined by original study authors or differences in harms across groups. Two reviewers independently screened search results for eligibility; serially extracted data regarding common diseases, error/harm rates, and causes/risk factors; and independently assessed risk of bias of included studies. We synthesized results for each question and extrapolated U.S. estimates. We present 95 percent confidence intervals (CIs) or plausible range (PR) bounds, as appropriate. Results. We identified 19,127 citations and included 279 studies. The top 15 clinical conditions associated with serious misdiagnosis-related harms (accounting for 68% [95% CI 66 to 71] of serious harms) were (1) stroke, (2) myocardial infarction, (3) aortic aneurysm and dissection, (4) spinal cord compression and injury, (5) venous thromboembolism, (6/7 – tie) meningitis and encephalitis, (6/7 – tie) sepsis, (8) lung cancer, (9) traumatic brain injury and traumatic intracranial hemorrhage, (10) arterial thromboembolism, (11) spinal and intracranial abscess, (12) cardiac arrhythmia, (13) pneumonia, (14) gastrointestinal perforation and rupture, and (15) intestinal obstruction. Average disease-specific error rates ranged from 1.5 percent (myocardial infarction) to 56 percent (spinal abscess), with additional variation by clinical presentation (e.g., missed stroke average 17%, but 4% for weakness and 40% for dizziness/vertigo). There was also wide, superimposed variation by hospital (e.g., missed myocardial infarction 0% to 29% across hospitals within a single study). An estimated 5.7 percent (95% CI 4.4 to 7.1) of all ED visits had at least one diagnostic error. Estimated preventable adverse event rates were as follows: any harm severity (2.0%, 95% CI 1.0 to 3.6), any serious harms (0.3%, PR 0.1 to 0.7), and deaths (0.2%, PR 0.1 to 0.4). While most disease-specific error rates derived from mainly U.S.-based studies, overall error and harm rates were derived from three prospective studies conducted outside the United States (in Canada, Spain, and Switzerland, with combined n=1,758). If overall rates are generalizable to all U.S. ED visits (130 million, 95% CI 116 to 144), this would translate to 7.4 million (PR 5.1 to 10.2) ED diagnostic errors annually; 2.6 million (PR 1.1 to 5.2) diagnostic adverse events with preventable harms; and 371,000 (PR 142,000 to 909,000) serious misdiagnosis-related harms, including more than 100,000 permanent, high-severity disabilities and 250,000 deaths. Although errors were often multifactorial, 89 percent (95% CI 88 to 90) of diagnostic error malpractice claims involved failures of clinical decision-making or judgment, regardless of the underlying disease present. Key process failures were errors in diagnostic assessment, test ordering, and test interpretation. Most often these were attributed to inadequate knowledge, skills, or reasoning, particularly in “atypical” or otherwise subtle case presentations. Limitations included use of malpractice claims and incident reports for distribution of diseases leading to serious harms, reliance on a small number of non-U.S. studies for overall (disease-agnostic) diagnostic error and harm rates, and methodologic variability across studies in measuring disease-specific rates, determining preventability, and assessing causal factors. Conclusions. Although estimated ED error rates are low (and comparable to those found in other clinical settings), the number of patients potentially impacted is large. Not all diagnostic errors or harms are preventable, but wide variability in diagnostic error rates across diseases, symptoms, and hospitals suggests improvement is possible. With 130 million U.S. ED visits, estimated rates for diagnostic error (5.7%), misdiagnosis-related harms (2.0%), and serious misdiagnosis-related harms (0.3%) could translate to more than 7 million errors, 2.5 million harms, and 350,000 patients suffering potentially preventable permanent disability or death. Over two-thirds of serious harms are attributable to just 15 diseases and linked to cognitive errors, particularly in cases with “atypical” manifestations. Scalable solutions to enhance bedside diagnostic processes are needed, and these should target the most commonly misdiagnosed clinical presentations of key diseases causing serious harms. New studies should confirm overall rates are representative of current U.S.-based ED practice and focus on identified evidence gaps (errors among common diseases with lower-severity harms, pediatric ED errors and harms, dynamic systems factors such as overcrowding, and false positives). Policy changes to consider based on this review include: (1) standardizing measurement and research results reporting to maximize comparability of measures of diagnostic error and misdiagnosis-related harms; (2) creating a National Diagnostic Performance Dashboard to track performance; and (3) using multiple policy levers (e.g., research funding, public accountability, payment reforms) to facilitate the rapid development and deployment of solutions to address this critically important patient safety concern.

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