Gotowe bibliografie tematyczne / Disability theory

Gotowa bibliografia na temat „Disability theory”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 21 lutego 2023

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Artykuły w czasopismach na temat "Disability theory"

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Loeser, Cassandra. "Disability/postmodernity: embodying disability theory". Health Sociology Review 11, nr 1-2 (styczeń 2002): 100–102. http://dx.doi.org/10.5172/hesr.2002.11.1-2.100.

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Chappell, Anne. "Disability/Postmodernity: Embodying Disability Theory". British Journal of Learning Disabilities 33, nr 3 (wrzesień 2005): 153–54. http://dx.doi.org/10.1111/j.1468-3156.2005.00357.x.

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Barker, Clare. "Disability Theory (review)". Journal of Literary & Cultural Disability Studies 4, nr 1 (styczeń 2010): 105–7. http://dx.doi.org/10.1353/jlc.0.0041.

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Anastasiou, Dimitris, James M. Kauffman i Domna Michail. "Disability in Multicultural Theory". Journal of Disability Policy Studies 27, nr 1 (2.12.2014): 3–12. http://dx.doi.org/10.1177/1044207314558595.

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Slorach, Roddy. "Disability politics and theory". Disability & Society 29, nr 2 (10.01.2014): 340–41. http://dx.doi.org/10.1080/09687599.2013.864854.

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van Trigt, Paul. "Ordering Disability. How Can Modernity Theory Inform Disability History?" International Journal for History, Culture and Modernity 7, nr 1 (2.11.2019): 423–42. http://dx.doi.org/10.18352/hcm.564.

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What are the advantages and disadvantages of applying modernity theory to ‘disability history’? Giving voice to people with disabilities, disability history aims to show how disability is a part of broader, complex power relations in society. The article discusses several possible approaches. The framework of modernity and eugenics developed by Zygmunt Bauman is shown to be too one-sided for disability history. Ulrich Beck’s modernity theory proves to be more useful. Actor Network Theory (ANT), and in particular the theory developed by Annemarie Mol, offers the most sophisticated approach to disability history. ANT enables disability historians not only to give voice to people with disabilities, but also to approach disability as existing in multiple ways. This allows scholars to take into account seriously criticism of the influential, so-called ‘social model’ of disability.
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Haider, Md Shahrier. "Framing Disability and Gender into Intersectionality Theory: An Analytical Review". International Journal of Science and Research (IJSR) 8, nr 10 (5.10.2019): 1630–35. http://dx.doi.org/10.21275/art20202305.

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Garland-Thomson, Rosemarie. "Integrating Disability, Transforming Feminist Theory". NWSA Journal 14, nr 3 (październik 2002): 1–32. http://dx.doi.org/10.2979/nws.2002.14.3.1.

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Nordenfelt, Lennart. "Action theory, disability and ICF". Disability and Rehabilitation 25, nr 18 (styczeń 2003): 1075–79. http://dx.doi.org/10.1080/0963828031000137748.

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Kimberlin, Sara E. "Political Science Theory and Disability". Journal of Human Behavior in the Social Environment 19, nr 1 (6.02.2009): 26–43. http://dx.doi.org/10.1080/10911350802619870.

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Rozprawy doktorskie na temat "Disability theory"

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Swenson, Patricia Louise. "A theory of program evaluation practices in disability management". Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/51639.

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This grounded theory study developed a theory of evaluation in disability management programs. Disability management involves managing the interactions between health condition impairments and their environments to overcome functional barriers. A sample of four sites was selected each site representing a different paradigm of disability management practices: biomedical, labour, biopsychosocial or insurance. Data collection included semi-structured interviews with 9 participants, including an administrator and practitioner from each site, the Readiness for Organizational Learning and Evaluation Instrument, and documents from each site were analyzed. There were five major findings of the study. 1) Meaningful disability management program evaluation requires insight into how impairment environment interactions are being managed by the program. 2) The presence or absence of collaboration among stakeholders contributes significantly to the variability in disability management and disability management evaluation. 3) Understanding how disability management programs are adapting to contextual influences contributes significantly to an explanation of variability in disability management and disability management evaluation. 4) There are five primary disability management evaluation criteria: return to work, cost savings, timeliness of services, client satisfaction, and client functioning. 5) Disability management evaluation followed a consumer working logic approach, and was predominantly concerned with usefulness of services, and secondarily framed from perspectives of multiple stakeholders. Additionally, disability management programs and their funding organizations are increasingly using technology to develop new data management systems for future use in evaluation.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Disley, Philip Alan John. "Applying equity theory to staff in learning disability services". Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618725.

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According to Adams' (1965) equity theory. individuals determine how fairly they are being treated in relationships by comparing their ratio of inputs and rewards with those of a comparison other. A small number of studies on staff working in services for people with learning disabilities (LD) have utilised this theory, A review of these studies found a number of theoretical and methodological issues that require investigation. The aim of the current study was to address these issues. Specifically, its main aims were to (I) find out what inputs and rewards are relevant to LD service staff and who they compare themselves to (2) develop and evaluate a detailed measure of staff equity perceptions that is suitable for LD service staff - The Equity Perception Scale - Learning Disability Service (EPS-LDS) - and (3) expand on previous research by investigating whether staff equity perceptions are associated with a number of variables that have not previously been investigated within the context of LD services (i.e. performance, job satisfaction and organisational commitment). Data was collected using a combination of qualitative and quantitative methods (i.e. semi-structured interviews (n=; 15), focus groups (n = 7) and postal questionnaires (n = 143)) and data analysis procedures (e.g. template analysis and non-parametric statistical tests). A wide range of inputs, outcomes and comparison others were identified. Overall, the EPS-LDS was found to possess acceptable internal consistency reliability, construct validity and criterion validity. The overall test-retest reliability of the measure, however, was found to be unsatisfactory. Staff equity perceptions were found to be associated with performance. job satisfaction and organisational commitment. Possible explanations for some of the findings are forwarded. The results are discussed in terms of their implications for research and practice. Directions for future research are proposed.
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O'Donnell, Owen. "Labour supply and consumption consequences of disability". Thesis, University of York, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259808.

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Beckett, Angharad Elise. "The 'struggle' for citizenship : citizenship, social movement theory and disability". Thesis, University of Sheffield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408363.

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Gilroy, John. "The Participation of Aboriginal People with Disability in Disability Services in NSW, Australia". Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/9104.

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This thesis identified the factors that influence the participation of Aboriginal people in the New South Wales Government Department of Ageing, Disability and Home Care (DADHC) funded disability services, as described from the experiences of non-government disability service providers and paid disability service workers in New South Wales, Australia. Although it is known that the rates of morbidity are much higher among Aboriginal people compared with the non-Aboriginal population, the participation rates of Aboriginal people in disability services are under-representative. Various authors have examined these phenomena from the view point of Aboriginal people who may be interested in using disability services. However, there is limited understanding on the views of non-government and Aboriginal and non-Aboriginal workers of disability services about the factors that influence the participation of Aboriginal people in disability services. This study aimed to help fill this knowledge gap by achieving the following three research objectives: 1. Identify how and when the participation of Aboriginal people in disability services was identified in documented policy. 2. Identify and describe the factors that influence the participation of Aboriginal people in disability services as perceived by Aboriginal and non-Aboriginal employees in two NSW Government Department of Ageing, Disability and Home Care funded disability services. 3. Develop an Explanatory Framework that adequately encapsulates and represents the factors identified in this study as influencing the participation of Aboriginal people in disability services. One Aboriginal community controlled organisation and a generic disability organisation were the sites for investigation. Objective one was achieved through a critical historical analysis of policy documents developed by the governments, one Aboriginal community controlled organisation and one generic disability organisation. A rigorous electronic and manual search of publications spanning three decades from 1981 was undertaken. This analysis demonstrated that the disability services sector’s strategies to accommodate the needs of Aboriginal people with a disability have made a limited impact on the service participation rates and have been hampered by Eurocentric models of disability and research. A conceptual framework is proposed to assist disability researchers and policy analysts working with Aboriginal people with a disability. The conceptual framework brings together the strengths of both the International Classification of Functioning, Disability and Health and the Indigenous Standpoint Theory. The second objective was achieved via a situational analysis of transcripts of interviews, focus groups and field notes that were conducted with Aboriginal and non-Aboriginal paid employees of the same government funded organisations. Twelve factors that influenced the participation of Aboriginal people in disability services were identified from the data. Consistent with objective three, an Explanatory Framework was developed which illustrated the relationships between these factors. This framework demonstrated that the factors that influence the participation of Aboriginal people in disability services are inter-dependent historically, culturally and institutionally. The identified factors and explanatory framework are used to guide recommendations for future research, policy development and service provision in the sector.
Cerebral Palsy Alliance
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Morciano, Marcello. "Latent factor modelling of disability". Thesis, University of Essex, 2016. http://repository.essex.ac.uk/16224/.

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This PhD thesis uses survey data and involves the application of latent factor structural equation methods to the study of the economics of disability and disability policy in later life, a topic which is currently very high on the policy agenda. It comprises four studies. The first chapter investigates the presence of health-related sample attrition (the drop-out of eligible sample members over time) in the English Longitudinal Study of Ageing (ELSA). The second chapter examines whether different indic ators of disability, collected in three widely-used household surveys, are consistent with a common set of findings relating to the targeting of disability benefits. In the third chapter we estimate the additional per sonal costs experienced by disabled older people to achieve the same material standard of living as similar people living without disability. Chapter 4 assesses the presence of socio-economic disparities in birth-cohort trends in later life physical and cognitive disability and in the receipt of non-means-tested cash disability benefits.
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Harris, Patrick. "Reconceptualizing Rhetorics of Madness: A Theory of Neurodiversity". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1500394152345408.

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Jarvis, Joanne Lynne. "The development and maintenance of chronic pain and disability : A process theory". Thesis, University of Canterbury. Psychology, 2003. http://hdl.handle.net/10092/6798.

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Chronic pain and associated disability are prevalent problems with considerable and widespread impact. Currently, a wealth of aetiological theories exist for these, with each focussing mainly on one small aspect of this complex area. These theories are summarised and discussed. The theories are generally cross-sectional in nature and usually focus solely on the endpoint of chronic pain and disability, rather than the ongoing processes by which chronic pain and disability are developed and maintained. Process theories are lacking in the chronic pain area. This thesis presents a new theory examining the process involved in the development and maintenance of chronic pain and disability. The theory was derived using grounded theory methods. The participants interviewed were all currently suffering from chronic pain associated with a variety of medical diagnoses. The areas examined with respect to this research were wide-ranging, thus leading to the creation of a broad process theory. This theory encompasses much of the existing chronic pain literature in addition to identifying additional areas for examination. It proposes a data-driven micro model theory which examines the development and maintenance of chronic pain and disability at a process level. The theory of development and maintenance of chronic pain and disability identifies background/vulnerability factors which serve to predispose the individuals to develop chronic pain. These factors are based around the core concept of attachment, and continue, in a similar form, to maintain acute and chronic pain and disability. Once individuals experience pain they enter the acute pain phase of the theory. This identifies treatment beliefs and behaviour as important factors to the development of chronic pain. This section of the theory contains a cyclical treatment process. It is influenced by the background/vulnerability factors, particularly attachment style. If acute pain persists for at least six months, the individuals enter the chronic pain section of this theory. This is again a cyclical management process, primarily driven by the individuals' implicit theories about pain management, which were found to be influenced by the core category of attachment style. The concepts identified in this data-driven theory of the development and maintenance of chronic pain and disability are discussed in relation to the current literature. This includes chronic pain and health-related literature, existing chronic pain theories, and where applicable, general literature in the concept areas. Limitations of the study, directions for future research, and clinical implications are then presented.
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Businge, Patrick Rusoke. "Education, disability and armed conflict : a theory of Africanising education in Uganda". Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18009.

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Education in conflict settings is a new field of inquiry and there is a paucity of research about this topic as regards the education of children with disabilities. This qualitative study set out to gain insight into how children with disabilities are educated in the conflict setting of Uganda and how it could be improved. This study used a critical, constructivist and grounded research style to generate data. It was critical because its aims and questions focused on addressing the injustices experienced by children with disabilities. It was constructivist as both the participants and myself co-constructed knowledge. It also had some grounded theory features such as emergence and iteration in its methods and tools. For instance, it had three distinct but interrelated stages. The first stage involved an exploratory study which used online methods to gather data from 27 participants who had lived or worked in Uganda. The second stage was an experiential study in two sites in Uganda which used observation and interview methods to collect data from 35 participants. The third and final stage synthesised significant codes and memos constructed from the exploratory and experiential stages into a theory of education. There were four main findings in this study. First, it revealed the nature and extent of the challenges faced by all children living in conflict settings: forced displacement, dehumanisation, rampant poverty and weakened leadership. Second, it discovered that disabled people experienced rejection in their communities and invisibility in the provision of services such as education. Whilst these practices prevailed in non-conflict situations, they were intensified in conflict settings and were counter to the African beliefs on what it meant to be human and live in a community. Third, education in Uganda was likened to disabled people and considered 'creeping' or 'crippled' because of demotivated teachers, disengaged parents, ailing infrastructure and decreasing quality. Fourth and last, participants had visions of educational change which involved modifying it and transforming it into an education that develops conscience in children, reinforces hope and widens opportunities. This research made the following original contributions: generating original data, conceptualising Africanised interviews, and constructing a theory of Africanising education. According to my knowledge I could claim originality to this study in that by 2012, no other study had generated original data on the interfaces between education, disability and conflict in Northern Uganda using a critical, constructivist, and grounded research style. In addition, this research style led to the emergence of Africanised interviews: interviews embedded in the customs and practices of the African people. Importantly, this study led to the construction of a theory which contained critical knowledge on how Africanisation could be thought of and brought about in the setting. Africanisation was understood as the process of using African philosophies such as 'ubuntu' and communalism to transform the 'creeping' education system, reform the colonial curriculum, renew teacher professionalism, mend communities, and re-humanise the relationships between disabled and non-disabled people. Africanisation also entailed decolonising scholarship and this involved quoting African scholars and exposing their philosophies which had been marginalised by Western scholars.
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Kahonde, Callista Kanganwiro. "A grounded theory study of family caregivers' responses to the sexuality of young adults with intellectual disabilities". Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24508.

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Globally, people with intellectual disabilities are not afforded equal opportunities to express and enjoy their sexuality on par with their peers. Although most of them remain under the lifetime custody of family caregivers for care and support, a knowledge gap exists in understanding the role of the family caregivers in the sexuality issues of people with intellectual disabilities, especially in developing countries like South Africa. The present study is the first of its kind that employed an exploratory, theory generating methodology, the constructivist grounded theory methodology, to seek understanding of how family caregivers in the Western Cape Province of South Africa respond to sexuality of young adults with intellectual disabilities. Data were gathered through in-depth and focus group interviews with 25 family caregivers and further confirmatory interviews with nine service providers of young adults with intellectual disabilities. The study generated a substantive grounded theory, the Theory of Contained Sexuality, to explain the responses of family caregivers to the sexuality of young adults with intellectual disabilities. The study found that the family caregivers' thoughts, emotions, actions and behaviour towards the sexuality of the young adults with intellectual disabilities are influenced by what the family caregivers see as implications of the young adults' sexual expression and behaviour on both of them. The family caregivers do not completely suppress or restrain the sexuality of the young adults with intellectual disabilities but they support with 'containment', that is they try to confine the sexuality within boundaries that they can control and manage within their lifelong caring role. Ultimately, what the findings of this study point towards is the impact of lifelong family care on realisation of sexual rights by people with intellectual disabilities. Hence, the study concluded that, without the appropriate forms of support and probably alternative forms of care, the human rights framework as embodied within the United Nations Convention on the Rights of Persons with Disabilities and local policies informed by it is insufficient as a tool for sexual emancipation of people with intellectual disabilities. Therefore, a relational moral theory - the ethics of care - is proposed as appropriate to complement the human rights framework in both research and practice around sexuality of people with intellectual disabilities living under family care. The study also highlights the imperative for further studies that investigate the impact of lifelong family care on other aspects of the lives of people with intellectual disabilities and promote theorisation of lifelong care within such studies.
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Książki na temat "Disability theory"

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Disability theory. Ann Arbor: University of Michigan Press, 2008.

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Goodley, Dan, Bill Hughes i Lennard Davis, red. Disability and Social Theory. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137023001.

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Arneil, Barbara, i Nancy J. Hirschmann, red. Disability and Political Theory. Cambridge: Cambridge University Press, 2016. http://dx.doi.org/10.1017/9781316694053.

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Disability politics and theory. Halifax: Fernwood Pub., 2012.

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Lesnik-Oberstein, Karín, red. Rethinking Disability Theory and Practice. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137456977.

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Feminist disability studies. Bloomington: Indiana University Press, 2011.

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Michael, Oliver. Understanding disability: From theory to practice. Wyd. 2. New York: Palgrave Macmillan, 2009.

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Dyck, Dianne E. G. Disability management: Theory, strategy & industry practice. Wyd. 3. Markham, Ont: LexisNexis Butterworths, 2006.

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Oliver, Michael. Understanding disability: From theory to practice. New York: St. Martin's Press, 1996.

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Michael, Oliver. Understanding disability: From theory to practice. New York: St. Martin's Press, 1996.

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Części książek na temat "Disability theory"

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Gillies, Jennifer. "Critical Disability Theory". W Encyclopedia of Quality of Life and Well-Being Research, 1348–50. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_619.

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Matsui, Akihiko. "Game Theory". W Economy and Disability, 51–60. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7623-8_6.

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Krentz, Christopher. "Disability Studies". W 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". W 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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Boorse, Christopher. "Disability and Medical Theory". W Philosophical Reflections on Disability, 55–88. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2477-0_4.

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Laga, Barry. "Representing disability". W Using Key Passages to Understand Literature, Theory and Criticism, 181–88. Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203710173-24.

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Chataika, Tsitsi. "Disability, Development and Postcolonialism". W Disability and Social Theory, 252–69. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137023001_15.

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Anesi, Juliann. "Disability and Samoa". W Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_454-1.

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Anesi, Juliann. "Disability and Samoa". W Encyclopedia of Educational Philosophy and Theory, 593–97. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_454.

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Pateisky, Daniel. "Theory with unstable referents". W International Disability Rights Advocacy, 23–61. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2021.| Series: Interdisciplinary disability studies: Routledge, 2021. http://dx.doi.org/10.4324/9781003030782-3.

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Streszczenia konferencji na temat "Disability theory"

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Perry, Anna. "The Accommodation Process and Feeling Disability: Toward an Effective, Intersectional Affect Theory of Disability". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890330.

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Hofmann, Megan, Devva Kasnitz, Jennifer Mankoff i Cynthia L. Bennett. "Living Disability Theory: Reflections on Access, Research, and Design". W ASSETS '20: The 22nd International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3373625.3416996.

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Naraian, Srikala. "Making Bodies Matter: Toward a Posthumanist Disability Theory of Inclusion". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689363.

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O'Brien, Catherine. "Scratch a Theory and Find a Story: Power, Disability, and Educational Leadership". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891469.

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Schooley, Benjamin L., Sue S. Feldman i Nagla S. Alnosayan. "Development of a Disability Employment Information System: An Information Systems Design Theory Approach". W 2011 44th Hawaii International Conference on System Sciences (HICSS 2011). IEEE, 2011. http://dx.doi.org/10.1109/hicss.2011.163.

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Wilt, Courtney. "Engagement Reframed: Examining Black Families' Engagement With Schooling Through Disability Critical Race Theory". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686652.

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Costantini, Giovanni, Massimo Carota, Giovanni Maccioni i Daniele Giansanti. "Discrimination Between Human Functional Ability/Disability by means of Different Classification Methodologies". W 2007 18th European Conference on Circuit Theory and Design (ECCTD '07). IEEE, 2007. http://dx.doi.org/10.1109/ecctd.2007.4529623.

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Hassan, Ahmed, Rasha Abd El Aziz i Meer Hamza. "Internet Banking Accessibility: The Social and Financial Exclusion of People with Visual Disability". W 2021 31st International Conference on Computer Theory and Applications (ICCTA). IEEE, 2021. http://dx.doi.org/10.1109/iccta54562.2021.9916623.

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Castro, Ian, i Christopher L. Atchison. "TURNING THEORY INTO CULTURAL CHANGE: A DISCUSSION ON THE APPLICATION OF DISABILITY CRITICAL RACE THEORY (DISCRIT) IN THE GEOSCIENCES". W GSA Connects 2022 meeting in Denver, Colorado. Geological Society of America, 2022. http://dx.doi.org/10.1130/abs/2022am-381584.

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Steketee, Anne. "Weaponizing Ableism: The Continual Relevance of the Holocaust Through a Critical Disability Theory Lens". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1567938.

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Raporty organizacyjne na temat "Disability theory"

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Jousten, Alain, Mathieu Lefebvre i Sergio Perelman. Disability in Belgium: There is More than Meets the Eye. Cambridge, MA: National Bureau of Economic Research, czerwiec 2011. http://dx.doi.org/10.3386/w17114.

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Roux, Anne M., Paul T. Shattuck, Jessica E. Rast i Kristy A. Anderson. National Autism Indicators Report: Developmental Disability Services and Outcomes in Adult. A.J. Drexel Autism Institute, maj 2017. http://dx.doi.org/10.17918/nairdevelopdisability2017.

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Many adults with autism have a difficult time achieving employment, continued education, and independent living. This report explores the experiences of adults with ASD who used services funded through state Developmental Disability (DD) agencies in 2014-15. We learn more about their characteristics, the quality of their lives, the opportunities they have to participate in their communities, their ability to exercise choice in their lives, and their access to needed services.
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Kamiya, Yumiko, Catriona Murphy, George Savva i Virpi Timonen. Profile of Community-Dwelling Older People with Disability and their Caregivers in Ireland. The Irish Longitudinal Study on Ageing, maj 2012. http://dx.doi.org/10.38018/tildare.2012-00.

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Whelan, Adele, Adele Bergin, Anne Devlin, Abian Garcia Rodriguez, Seamus McGuinness, Ivan Privalko i Helen Russell. Measuring childhood disability and AIM programme provision in Ireland. ESRI, grudzień 2021. http://dx.doi.org/10.26504/rs127.

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The social inclusion of children with disabilities, and in particular their inclusion in early learning and care settings, is key to maximising their wellbeing, care and future education. It is therefore vital that children with disabilities have equal access to early learning and school age care and education. Joint research, published by the ESRI and Pobal explores a number of existing challenges experienced by children with disabilities in this area.
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Kelly, Elish, i Bertrand Maître. Identification Of Skills Gaps Among Persons With Disabilities And Their Employment Prospects. ESRI, wrzesień 2021. http://dx.doi.org/10.26504/sustat107.

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In 2013, the Irish Government published its National Disability Strategy Implementation Plan 2013-2015. As part of this strategy, a number of goals were set around participation, including job access for people with disabilities. This specific objective recommended a number of actions, including the commitment to publish a comprehensive employment strategy (CES) for people with disabilities. This strategy, the Comprehensive Employment Strategy for People with Disabilities, was published in 2015 for the period 2015-2024. The objective of this strategy, which is cross-governmental, is to support people with disabilities in accessing the labour market. Building on existing actions in the CES, the National Disability Authority (NDA) commissioned the Economic and Social Research Institute (ESRI) to undertake quantitative research into the workplace skills and abilities of persons with disabilities. To undertake this research, a number of nationally representative data sources were utilised to characterise the skills/educational endowments and gaps among persons with disabilities compared to those without. Specifically, data from the Survey on Income and Living Conditions (SILC), the Programme for the International Assessment of Adult Competencies (PIAAC), the Census of Population, and the European Union Statistics on Income and Living Conditions (EU-SILC) were examined. Where the data permitted, we differentiated those with a disability by type, everyday difficulties (e.g. difficulty dressing), and/or severity level. We also examined the employment characteristics of people with disabilities compared to persons without, and investigated the impact of having a disability on an individual’s employment prospects. What follows is a summary of the principal findings from this research, including some discussion on future directions.
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Kelly, Elish, i Bertrand Maître. Identification Of Skills Gaps Among Persons With Disabilities And Their Employment Prospects. ESRI, wrzesień 2021. http://dx.doi.org/10.26504/sustat107.

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In 2013, the Irish Government published its National Disability Strategy Implementation Plan 2013-2015. As part of this strategy, a number of goals were set around participation, including job access for people with disabilities. This specific objective recommended a number of actions, including the commitment to publish a comprehensive employment strategy (CES) for people with disabilities. This strategy, the Comprehensive Employment Strategy for People with Disabilities, was published in 2015 for the period 2015-2024. The objective of this strategy, which is cross-governmental, is to support people with disabilities in accessing the labour market. Building on existing actions in the CES, the National Disability Authority (NDA) commissioned the Economic and Social Research Institute (ESRI) to undertake quantitative research into the workplace skills and abilities of persons with disabilities. To undertake this research, a number of nationally representative data sources were utilised to characterise the skills/educational endowments and gaps among persons with disabilities compared to those without. Specifically, data from the Survey on Income and Living Conditions (SILC), the Programme for the International Assessment of Adult Competencies (PIAAC), the Census of Population, and the European Union Statistics on Income and Living Conditions (EU-SILC) were examined. Where the data permitted, we differentiated those with a disability by type, everyday difficulties (e.g. difficulty dressing), and/or severity level. We also examined the employment characteristics of people with disabilities compared to persons without, and investigated the impact of having a disability on an individual’s employment prospects. What follows is a summary of the principal findings from this research, including some discussion on future directions.
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Rohwerder, Brigitte. Disability Inclusive Early Childhood Development and Education in Humanitarian Settings. Institute of Development Studies, styczeń 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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Nguyen, X. T., T. Bernasky i T. L. Dang. Final Report: The Transforming Disability Knowledge, Research and Activism (TDKRA) project. Carleton University, październik 2022. http://dx.doi.org/10.22215/ddsc.2022.301.

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This research report outlines the Transforming Disability Knowledge, Research, and Activism project (TDKRA) and concludes with a set of recommendations. TDKRA was a collaborative research and activism project funded by the Social Sciences and Humanities Research Council (SSHRC) between 2016-2020. The project aimed to address the gap in knowledge about the situation of women and girls with disabilities in three disadvantaged communities in Vietnam and to build potential for their activism. The main objective of the project was to engage girls and women with disabilities in knowledge production as a form of activism for their inclusion. It also aimed to connect research and activism to build a more transformative approach to inclusion and social justice in the global South.
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Nepomuceno, Marília R., Vanessa di Lego i Cássio M. Turra. Gender disparities in health at older ages and their consequences for well-being in Latin America and the Caribbean. Verlag der Österreichischen Akademie der Wissenschaften, czerwiec 2021. http://dx.doi.org/10.1553/populationyearbook2021.res2.1.

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Women live longer but can expect to spend more years in poorer health compared to men. In the context of population aging and declining gender ratios at older ages, there are increasing concerns about how this disadvantage in female health will affect well-being and sustainability, particularly in developing regions that are rapidly aging. Our study compares differences in health expectancies at older ages for men and women in order to assess gender disparities in health.We use data from the Survey on Health, Well-Being, and Aging in Latin America and the Caribbean to decompose the gender gap into total and age-specific mortality and disability effects in seven cities in the region. Our results show that at older ages, higher disability rates among women reduced the gender gap in healthy life expectancy by offsetting women’s mortality advantage. In addition, we find that women’s mortality advantage decreased almost systematically with age, which reduced the contribution of the mortality effect to the gender gap at older ages. Although the gender gap in health followed a similar pattern across the region, its decomposition into mortality and disability effects reveals that there was substantial variation among cities. Thus, across the region, the implications of the gender gap in health for well-being vary, and the policies aimed at reducing this gap should also differ.
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Medhurst, Marijne, Maya Conway i Kathryn Richardson. Remote learning for students with a disability: Game changer or moment in time? Literature Review. Australian Council for Educational Research, listopad 2022. http://dx.doi.org/10.37517/978-1-74286-683-3.

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This literature review draws from Australian and international research into the impact of remote learning for students with disability, published between March 2020 and April 2022. The literature relates to pedagogical services provided by early childhood services and schools to support students with disability, rather than therapeutic services. The social implications for students are reviewed along with educational factors, and implications for inclusion and support by schools. Following an overview of the legal and policy frameworks supporting the education of students with disability, this review investigates benefits, challenges and opportunities for both remote learning and transition back to in-person educational settings for students and their families. The themes emerging include flexible approaches to learning, connectedness and wellbeing.
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