Journal articles: 'Authors with disabilities'

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Madrakhimova, Ranokhon. "GEOGRAPHY CLASSES WITH CHILDREN WITH DISABILITIES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 05 (May 1, 2022): 31–33. http://dx.doi.org/10.55640/eijmrms-02-05-08.

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This article analyzes the issue of teaching Geography with children with disabilities. During the writing of this article, the authors have developed more interesting, easier, ways to teach geography to children with disabilities, effectively using theoretical and practical approaches.

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Tymchyk, Olena, and Yuliia Zhukova. "ORGANIZATION OF INCLUSIVE SPACE IN THE MODERN UNIVERSITY: INDIVIDUALIZATION AND UNIFICATION." Educological discourse 32, no. 1 (2021): 69–86. http://dx.doi.org/10.28925/2312-5829.2021.1.5.

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The implementation of qualitative inclusion in higher education institutions is one of the conditions for the constant development of Ukraine. The analysis of statistical data, made by the authors, shows a permanent reduce of the number of people with disabilities, who obtain higher education now. Based on the analysis of modern researches and media materials, authors identify the reasons for this tendency. They believe that one of the main barriers is the inability of young people with disabilities to get a job in their specialty and build a successful professional trajectory. Having analyzed the few of Ukrainian universities’ websites, authors propose the development of a unified approach for the special educational services provision. Authors also determine its main elements as: definition of educational difficulties; systematic monitoring of the availability of higher education institutions and of the level of satisfaction of special educational services; expansion of the collected information about students with disabilities; programs of communication ethics among teachers, students and persons with disabilities; psychological services; monitoring the observance of the rights of students with disabilities; inclusion of students with disabilities in academic mobility programs; employment of students with disabilities; determination of quality indicators for the special educational services provision; providing full information on the possibility of provision services to students with disabilities; representation of students with disabilities in the advertising products of institutions – as equal members of the student community. The authors consider these elements as an appropriate base for determination of the quality of higher education institutions inclusion. At the same time, teachers use the individual approach, adjusting a system of «smart adaptation» for students with different physiological and psychological characteristics.

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McKenzie, Karen. "Understanding Learning Disabilities Authors: Shelagh Mackinnon et alFirst Understanding Learning Disabilities Authors: Shelagh Mackinnon et al Pavilion 262 £205.63 1841961248 1841961248." Learning Disability Practice 7, no. 5 (June 2004): 25. http://dx.doi.org/10.7748/ldp.7.5.25.s19.

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LOGACHEV, Nikita V., and Svetlana V. SHMELYEVA. "CRITERIA AND INDICATORS OF PROFESSIONAL PREPAREDNESS OF PERSONS WITH DISABILITIES AND RESTRICTED HEALTH OPPORTUNITIES AS COMPETITIVE SPECIALISTS." Historical and social-educational ideas 10, no. 6/2 (February 1, 2019): 97–102. http://dx.doi.org/10.17748/2075-9908-2018-10-6/2-97-102.

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The article is devoted to the actual problem of training people with disabilities and disabilities as competitive specialists in adaptive physical culture. The authors substantiate the relevance of the study; reveal the essence of competitiveness as the ability of persons with disabilities to compete in the labor market on a par with specialists who do not have limited health opportunities. Based on the theoretical analysis and personal experience of pedagogical activity, the authors develop criteria and indicators for the level of preparedness of students with disabilities as future specialists in adaptive physical culture. As the main criteria, the authors consider the levels of theoretical, practical and personal readiness of students to implement future professional activities. According to the authors, each criterion includes a number of individual criteria that reflect the knowledge, skills, skills, professionally important qualities of their personality and the ways of their implementation, which constitute the content of general cultural, professional and professional competencies required by trainers-methodologists and trainers-teachers adaptive physical culture to successfully perform their work functions. The results of the study can serve as a basis for the development of diagnostic tools for pedagogical monitoring of the level of professional preparedness of persons with disabilities and disabilities as competitive specialists in adaptive physical culture.

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Orłowska, Małgorzata, and Jacek Błeszyński. "THE INTERNET AND COMPUTERS IN THE LIFELONG LEARNING OF PEOPLE WITH DISABILITIES IN POLAND." Men Disability Society 4, no. 34 (December 31, 2016): 65–76. http://dx.doi.org/10.5604/17345537.1233886.

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As a continuation of the discussion on the social perception of civilization in the light of people with disabilities using information and (tele)communication technologies, the authors of the article attempt to analyze their use of information and (tele)communication technologies. The problem is discussed with reference to people with disabilities who are provided with social welfare services and those who are not. Also the use of those technologies in households is discussed. The authors used the results of the 2015 research conducted in Poland on 28.9 million adults. The authors believe that the results of the research can serve as a basis for a set of actions amending the social exclusion of people with disabilities in social welfare programs and people with disabilities who do not use social welfare services.

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Saffer, Jessica, and Emer O’Riordan. "‘People don’t fit boxes’: The responses of people with disabilities to the disability benefits system." Clinical Psychology Forum 1, no. 353 (May 2022): 27–35. http://dx.doi.org/10.53841/bpscpf.2022.1.353.27.

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Easy read summary■People with disabilities face more money problems than people without disabilities. These problems have got worse over time.■This paper talks about two pieces of research.■This research found that people with disabilities have problems with the benefits system.■The authors give ideas for how psychologists can help people with disabilities.

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Ward-Sutton, Courtney, Natalie F. Williams, Corey L. Moore, and Edward O. Manyibe. "Assistive Technology Access and Usage Barriers Among African Americans With Disabilities: A Review of the Literature and Policy." Journal of Applied Rehabilitation Counseling 51, no. 2 (June 1, 2020): 115–33. http://dx.doi.org/10.1891/jarc-d-19-00011.

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The purpose of this article was to provide a comprehensive overview of the available peer-reviewed and gray literature on assistive technology (AT) access and usage barriers among African Americans with disabilities. Authors completed a historical review (Onwuegbuzie & Frels, 2016) of the extant literature on AT and disability public policy mandates by framing the context on AT access and usage disparities among African Americans with disabilities and discussing AT impacts on employment for African Americans. The authors also presented recommendations that might be considered by the field for increasing AT access and usage among African Americans with disabilities. It is clear that AT and associated assistive products are important commodities to the lives of individuals with disabilities in the United States; however, there are historical inequities between African Americans and Whites. As a result of these findings, the authors implore rehabilitation counselors in education and practice to further examine ways to alleviate the AT access and usage gaps for African Americans with disabilities within public policy, vocational rehabilitation service delivery, and institutional infrastructure systems.

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Wahyuni, Wahyuni, Mukhammad Hubbab Nauval, Nanda Saputra, and Panji Isa Bangsawan. "Etika Terhadap Penyandang Disabilitas Perspektif Tafsir Maqashidi." Jurnal Kajian Islam Interdisipliner 7, no. 2 (December 20, 2022): 23–42. http://dx.doi.org/10.14421/jkii.v7i2.1329.

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Penyandang disabilitas masih seringkali mendapatkan perlakuan yang diskriminatif. Tidak sedikit dari mereka juga mengalami hambatan dalam mengakses layanan publik seperti akses pendidikan, kesehatan dan ketenagakerjaan. Kaitannya dengan hal ini, kekurangberpihakan terhadap penyandang disabilitas juga perlu menjadi perhatian agama. Ketidakmampuan untuk menjangkau pesan fundamental dari al-Qur’an kaitannya dengan isu etika ini membuat sebagian orang cenderung bersikap apatis terhadap penyandang disabilitas. Artikel ini bertujuan untuk mengungkap maqashid di balik ayat-ayat yang berkaitan dengan etika terhadap penyandang disabilitas. Menggunakan pendekatan tafsir maqashidi penulis menemukan bahwa al-Qur’an sebenarnya telah berusaha menghilangkan sekat-sekat sosial yang muncul akibat fenomena ini. Beberapa maqashid dan nilai fundamental al-Qur’an yang penulis dapat refleksikan dan temukan dalam penelitian ini diantaranya adalah aspek hifdz ad-din, hifdz an-nafs, hifdz, al-‘aql, nilai kemanusiaan, kesetaraan, keadilan dan tanggung jawab. Dari penafsiran ayat-ayat berkaitan dengan disabilitas serta dengan mempertimbangkan maqashid-maqashid yang telah ditemukan, penulis menyimpulkan ada tiga aspek etis yang perlu diperhatikan, yakni pengakuan dan penerimaan terhadap eksistensi penyandang disabilitas, komitmen inklusif disabilitas dan penyediaan layanan aksesiblitas bagi penyandang disabilitas. [Persons with disabilities still often receive discriminatory treatment. Not a few of them also experience obstacles in accessing public services such as access to education, health and employment. In relation to this, the lack of partiality towards persons with disabilities also needs to be a concern of religion. The inability to reach the fundamental messages of the Koran in relation to ethical issues makes some people tend to be apathetic towards persons with disabilities. This article aims to reveal the maqashid behind the verses related to ethics towards persons with disabilities. Using the maqashidi interpretation approach, the author finds that the Qur'an has actually tried to remove the social barriers that arise as a result of this phenomenon. Some of the maqashid and fundamental values of the Qur'an that the author can reflect on and find in this research include aspects of hifdz ad-din, hifdz an-nafs, hifdz, al-'aql, human values, equality, justice and responsibility. From the interpretation of verses related to disability and by considering the maqashid that have been found, the authors conclude that there are three ethical aspects that need attention, namely recognition and acceptance of the existence of persons with disabilities, commitment to disability inclusion and provision of accessibility services for persons with disabilities.]

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Pryimachenko, Dmytro, Vladyslav Lipynskyi, Anna Maslova, Svitlana Voloshina, and Olena Varhuliak. "Accessibility of facilities and services for people with disabilities in the paradigm of law." Revista Amazonia Investiga 10, no. 44 (September 29, 2021): 188–97. http://dx.doi.org/10.34069/ai/2021.44.08.18.

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The authors of the article touch on the major topic of ensuring access of persons with disabilities to facilities and services, which is an indicator of guaranteeing the rights and freedoms of such citizens and ultimately determines the quality of life of such people. The article analyzes the current Ukrainian legislation, as well as international legal acts governing relations regarding access of persons with disabilities to the general infrastructure. The methodology of the article includes methods of analysis, synthesis, formal-legal and comparative-legal methods. The essence of the right of persons with disabilities to access facilities and services is the legally guaranteed possibility of these persons to freely use all facilities and services without any barriers, including through the adaptation of the latter or their special design. The authors of the article thoroughly researched the concept and content of the right of persons with disabilities to access facilities and services. Finally, the authors concluded that the current domestic legislation, although ensuring the minimum level of rights of persons with disabilities in the study area but needs to be improved taking into account the positive experience of European countries and following the United Nations Convention on the Rights of Persons with Disabilities.

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Kurtts, Stephanie A., and Karen W. Gavigan. "Understanding (dis)abilities through children’s literature." Education Libraries 31, no. 3 (September 5, 2017): 23. http://dx.doi.org/10.26443/el.v31i3.259.

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The authors of this article examined how pre-service teachers can use children’s and young adult literature about disabilities to enhance understanding of individual differences through a bibliotherapeutic approach. An introduction to bibliotherapy is provided along with related literature from the field. Strategies for using children’s and young adult literature to enhance the understanding of issues associated with disabilities are presented along with one teacher candidate’s application of the literature in her classroom. The authors have also included a selected bibliography of children’s literature on disabilities as well as relevant websites.

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Branowski, Bogdan, Marek Zabłocki, Jarosław Gabryelski, Andrzej Walczak, and Przemysław Kurczewski. "Hazard analysis of a yacht designed for people with disabilities." International Shipbuilding Progress 68, no. 3-4 (January 20, 2022): 105–28. http://dx.doi.org/10.3233/isp-201007.

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Introduction: In connection with the design of a seaworthy yacht for persons with disabilities, authors conduct a risk analysis and consider the safety aspects arising from these risks. In the context of tourism and recreation for people with disabilities, this represents a new issue in the literature. Aim: The aim of the analysis was a multi-aspect evaluation of the hazards that occur when sailors with disabilities carry out typical activities on a yacht. The recommendations arising from the conducted research were used when designing the structure of a staysail schooner intended to be sailed by people with disabilities. Methods: Two methods of risk analysis were adopted. A preliminary hazard analysis (PHA) was carried out with the purpose of identifying and evaluating the possibility of people with various types of disabilities carrying out activities on a yacht. A process hazard analysis (PRHA) was based on a four-degree structure of functions with 31 component operations, relating to both sailing and living on a yacht. This methodology was used by the authors in sailing for the first time when the yacht’s equipment was designed for persons with disabilities. Results: The evaluation covered the adaptation of the yacht for sailing by people with disabilities and considered the various functions that would need to be carried out by these people. A PRHA matrix was created, consisting of 1,116 fields. Authors found that safe execution of many of the relevant functions by people with various types of disabilities was indicated. Conclusions: Based on the results of the PRHA, a set of new guidelines was created for permanent and temporary adaptations of a yacht in the context of the degrees and causes of disabilities.

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Alabina, T. V., and Т. V. Shevyreva. "Development of ideas about the natural world in preschoolers with intellectual disabilities." Science and School, no. 5, 2019 (2019): 123–30. http://dx.doi.org/10.31862/1819-463x-2019-5-123-130.

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The article deals with the problem of formation of ideas about the plant world in preschool children with intellectual disabilities. The authors reveal the importance and formulate the importance of correction of ideas about plants in preschool children with intellectual disabilities. The article presents various scientific approaches to the problem of formation of knowledge about the world. The authors consider this problem from different angles and highlight the content and features of the work on introducing the world to preschool children with intellectual disabilities, presented in the works of scientists-defectologists. The authors come to the conclusion that it is necessary to develop a system of correction of ideas about the plant world, based on the scientific materials of the studies.

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Jablan, Branka, Jasmina Kovacevic, and Milja Vujacic. "Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 165–84. http://dx.doi.org/10.2298/zipi1001165j.

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The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents.

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Kudryavtseva, M. E., and S. S. Lebedeva. "Professional Activities of Disabled People as a Factor of the Development of Education in an Inclusive Society." Discourse 8, no. 2 (April 26, 2022): 53–65. http://dx.doi.org/10.32603/2412-8562-2022-8-2-53-65.

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Introduction. The article deals with the problem of professional activity and education of persons with disabilities. The implementation of the ideas of inclusive education could be successful if the experience of persons with disabilities who have productively built their professional trajectory and actively participate in public, educational, sociocultural and other initiatives of modern society is taken into account.Methodology and sources. The problem of professional and creative realization of people with disabilities is considered in line with the socio-educational approach, which implies the need to integrate people with disabilities into all spheres of modern society, as well as in line with the environmental approach, which involves considering the problem of the quality of life of people with disabilities. The article is based on the articles of such authors as O.S. Andreeva, A.V. Gruzintsev, M.A. Dymochka, A.A. Kirillovykh, S.N. Kashtanova, V.A. Kudryavtsev, S.S. Lebedeva, N.T. Selezneva, A.V. Cherdakova, as well as materials of 25 scientific and practical conferences (1994–2020). The article uses methods of content analysis of an array of 1553 articles based on conference materials, as well as the case study method.Results and discussion. In the process of evaluating the array of publications, the authors concluded that persons with disabilities actively participating in professional activities and social work reflected many aspects of the problem of inclusive education. Theoretical and practical conclusions and examples given in the case study showed that the experience of people with disabilities working in the socio-cultural and educational fields, who develop the inclusive capabilities of people with disabilities with the help of advanced digital technologies, seems to be especially successful. An analysis of the professional activities of persons with disabilities led to the conclusion that its meaning and essence are associated with the formation of an inclusive society.Conclusion. The authors conclude that people with disabilities are the initiators and organizers of relevant areas of activity that contribute to the active support of people with disabilities in the process of their lifelong education.

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Kliewer, Christopher, and Douglas Biklen. "Enacting Literacy: Local Understanding, Significant Disability, and a New Frame for Educational Opportunity." Teachers College Record: The Voice of Scholarship in Education 109, no. 12 (December 2007): 2579–600. http://dx.doi.org/10.1177/016146810710901202.

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In this article on the literate development of individuals with significant disabilities, the authors describe local understanding as a relationship in which the value, intelligence, and literate presence of the person with disabilities is presumed and responsive contexts are developed that foster literate growth. Implications for policy and students without disabilities are highlighted.

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Litvinenko, Inna, and Pavel Tukarev. "Social Partnership as a Tool to Improve the Competitiveness of High School Graduates with Disabilities in the Labor Market." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 3. Ekonomika. Ekologija, no. 1 (March 2019): 75–82. http://dx.doi.org/10.15688/jvolsu3.2019.1.7.

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Purpose. This article is devoted to the issues of ensuring the competitiveness of persons with disabilities in the modern labor market. The aim is to develop an effective mechanism to promote employment of persons with disabilities on the basis of social partnership. In the course of the research, the authors analyzed the main problems arising in the process of employment of graduates with limited opportunities for health, identified the advantages of an inclusive educational model that allows, unlike the traditional approach, not only to provide comprehensive quality training in various professional fields, but also the accelerated integration of persons with disabilities into the labor sphere and public life, which is one of the most important criteria for the effectiveness of the educational process. Materials and methods. During the preparation of this article, the authors used scientific works that reveal the issues of employment of persons with disabilities, research experts in the field of inclusive education and improve the competitiveness of graduates with disabilities. The authors used the methods of scientific cognition, comparison, analysis, and system approach as the main research methods. Results. As the main results of the study, a structural and logical scheme of the Unified Federal Center for the promotion of employment of persons with disabilities in the territory of the Russian Federation was formed, using the advantages of social partnership. The scheme developed by the authors is a universal mechanism that promotes the activation of the process of socialization of this group of citizens and the intensification of the involvement of the human capital of persons with disabilities in the socio-economic processes of our country. Conclusion. The article outlines the possible ways to improve the effectiveness of social partnership as a system of institutions and mechanisms aimed at harmonizing the interests of the three main parties – the State, the employer and the employee interested in finding effective ways to attract persons with disabilities to the economy.

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Mukushi, A. T., J. C. Makhubele, and V. Mabvurira. "Cultural and Religious Beliefs and Practices Abusive to Children With Disabilities in Zimbabwe." Global Journal of Health Science 11, no. 7 (June 11, 2019): 103. http://dx.doi.org/10.5539/gjhs.v11n7p103.

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This study sought to explore religious practices and beliefs that violate the rights of children with disabilities in Zimbabwe. The authors employed a qualitative approach in exploring cultural and religious beliefs and practices abusive to children with disabilities. Authors used exploratory-descriptive case study design and purposive sampling in selecting participants. Data collection took place in Dzivarasekwa, a high-density suburb in Harare among children who were receiving rehabilitation services at Harare Hospital and their caregivers. The study established that children with disabilities who come from some apostolic families are disadvantaged, as their parents believe that demonic spirits causes disability. This then leads to heightened levels of discrimination. The study also found out that there are remedial but harmful cultural and religious practices. The study recommends that rigorous awareness raising is needed for communities to support people with disabilities, formation of support groups amongst people with disabilities themselves, introducing holistic interventions that address issues of cultural and religious beliefs and continuous training for frontline workers to keep in touch with current best practices, policies and laws around disabilities.

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Barger, Erin, Julia Wacker, Rebecca Macy, and Susan Parish. "Sexual Assault Prevention for Women With Intellectual Disabilities: A Critical Review of the Evidence." Intellectual and Developmental Disabilities 47, no. 4 (August 1, 2009): 249–62. http://dx.doi.org/10.1352/1934-9556-47.4.249.

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Abstract Although research has indicated that women with intellectual disabilities are significantly burdened with sexual violence, there is a dearth of sexual assault prevention research for them. To help address this serious knowledge gap, the authors summarize the findings of general sexual assault prevention research and discuss its implications for women with intellectual disabilities. Next, the authors evaluate interventions published in both the peer-reviewed and non–peer-reviewed literature from a comprehensive search of the scientific literature as well as from recommendations made by disability and sexual assault service providers in the United States. The results of this comprehensive literature review found 4 sexual violence prevention programs that were designed for participants with intellectual disabilities and that had undergone some type of evaluation. Each program and its evaluation are critically and systematically reviewed. Based on the authors' review of these programs as well as the wider literature, they conclude with recommendations and discuss the work that remains to decrease the incidence of sexual violence against women with intellectual disabilities.

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M. Tsui, Katherine, Eric McCann, Amelia McHugh, Mikhail Medvedev, Holly A. Yanco, David Kontak, and Jill L. Drury. "Towards designing telepresence robot navigation for people with disabilities." International Journal of Intelligent Computing and Cybernetics 7, no. 3 (August 5, 2014): 307–44. http://dx.doi.org/10.1108/ijicc-10-2013-0044.

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Purpose – The authors believe that people with cognitive and motor impairments may benefit from using of telepresence robots to engage in social activities. To date, these systems have not been designed for use by people with disabilities as the robot operators. The paper aims to discuss these issues. Design/methodology/approach – The authors conducted two formative evaluations using a participatory action design process. First, the authors conducted a focus group (n=5) to investigate how members of the target audience would want to direct a telepresence robot in a remote environment using speech. The authors then conducted a follow-on experiment in which participants (n=12) used a telepresence robot or directed a human in a scavenger hunt task. Findings – The authors collected a corpus of 312 utterances (first hand as opposed to speculative) relating to spatial navigation. Overall, the analysis of the corpus supported several speculations put forth during the focus group. Further, it showed few statistically significant differences between speech used in the human and robot agent conditions; thus, the authors believe that, for the task of directing a telepresence robot's movements in a remote environment, people will speak to the robot in a manner similar to speaking to another person. Practical implications – Based upon the two formative evaluations, the authors present four guidelines for designing speech-based interfaces for telepresence robots. Originality/value – Robot systems designed for general use do not typically consider people with disabilities. The work is a first step towards having our target population take the active role of the telepresence robot operator.

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Ginis, Kathleen A. Martin, Hidde van der Ploeg, Brett Smith, Byron Lai, and Gregory W. Heath. "Enabling physical activity for people living with disabilities – Authors' reply." Lancet 398, no. 10316 (December 2021): 2074. http://dx.doi.org/10.1016/s0140-6736(21)02339-4.

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Mikhalenkova, Ida Antonovna, Iya Evgenievna Rostomashvili, Yulia Vladimirovna Shumova, Aleksandr Vladimirovich Shumov, and Lemka Sultanovna Izmailova. "Attitudes of undergraduates majoring in different branches of science towards fellow students with disabilities: A comparative analysis." Science for Education Today 11, no. 1 (February 27, 2021): 7–30. http://dx.doi.org/10.15293/2658-6762.2101.01.

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Introduction. The article addresses the relevant problem of designing an accessible socio- psychological environment within the framework of higher education institutions for people with special education needs and disabilities. The purpose of this study is to evaluate readiness of students majoring in different branches of science to understand, respect and accept rights and needs of fellow students with disabilities, as well as to interact with them. Materials and Methods. The authors provide a review of Russian and international literature on the priority of social inclusion for people with disabilities (V.N. Myasishchev, D. Thompson, K.R. Fisher, M. Biggeri, etc.) In order to reveal the attitudes of undergraduates majoring in different branches of science (Engineering, Psychology, Education, Law, Physical Education and Sports) to fellow students with disabilities the authors used the ‘Unfinished sentences’ inventory (adapted by I.A. Mikhalenkova and I.E. Rostomashvilli). The sample consisted of 370 students aged between 18 and 50 from 9 universities of the Russian Federation. Results. The study has revealed the peculiarities of developing attitudes towards fellow students with disabilities among undergraduates majoring in different branches of science, summarized the findings about the attitudes towards students with disabilities in the inclusive educational environment of higher educational institutions. The authors explained and clarified the concept of ‘attitude’ as a complex psychological phenomenon comprising cognitive, emotional and moral and ethical components. It is emphasized that students majoring in Education and Psychology are more tolerant, responsive and empathic to fellow students with disabilities than students doing degrees in Economics. According to the research findings, undergraduates’ attitudes towards fellow students with disabilities are determined by their moral and ethical values. It has been found that young adults who choose universities of a humanitarian orientation have a more mature value system. The authors have distinguished three types of attitudes to people with disabilities. The study has shown that undergraduates majoring in different branches of science are tolerant to the inclusion of students with disabilities in degree programmes. Most of them are ready to help, however, they try to avoid making disabled friends. Conclusions. The article concludes that the differentiated approach to creating an accessible socio-psychological inclusive learning environment, taking into account the attitudes of fellow students, is a leading factor in designing an accessible environment for inclusive education of university students majoring in different branches of science.

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Kiernan, Chris. "“RESPECT” IN RESEARCH WITH PEOPLE WITH LEARNING DISABILITIES." Behavioural and Cognitive Psychotherapy 27, no. 2 (March 1999): 117–24. http://dx.doi.org/10.1017/s1352465899272025.

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There would be broad agreement with the need to address the issues put forward by Clements, Rapley and Cummins amongst service providers and researchers in learning disability. However, these authors' presentation of their arguments may well unnecessarily antagonize both groups. Additionally, it is suggested, the authors fail to identify the different paradigmatic bases of their proposals and thereby miss the opportunity to air genuine ethical dilemmas in learning disability research.

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Smolkowski, Keith, Lindy Crawford, John R. Seeley, and Jonathan Rochelle. "Introduction to Implementation Science for Research on Learning Disabilities." Learning Disability Quarterly 42, no. 4 (June 3, 2019): 192–203. http://dx.doi.org/10.1177/0731948719851512.

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In this overview of implementation science and implementation fidelity in the field of learning disabilities, authors provide a brief summary of current research related to implementation science followed by an introduction of the articles in this special series. Authors emphasize the relationship between the effectiveness of interventions and the difficulty of their implementation, highlighting the importance of considering both when adopting new interventions in the field of learning disabilities. The authors then turn their attention to the need for implementation science and implementation fidelity to be considered at all stages of research from program or intervention development to efficacy and effectiveness trials through large-scale implementation in real-world settings. An overview of active implementation frameworks as proposed by the National Implementation Research Network as well as a discussion on the importance of research–practice partnerships when implementing programs and interventions in the field of learning disabilities are also included.

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Conti, Roberto, Benedetto Allotta, Enrico Meli, and Alessandro Ridolfi. "Development, design and validation of an assistive device for hand disabilities based on an innovative mechanism." Robotica 35, no. 4 (November 3, 2015): 892–906. http://dx.doi.org/10.1017/s0263574715000879.

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SUMMARYIn accordance with strict requirements of portability, cheapness, and modularity, an innovative assistive device for hand disabilities has been developed and validated. This robotic orthosis is designed to be a low-cost, portable hand exoskeleton to assist people with physical disabilities in their everyday lives. Referring to hand opening disabilities, the authors have developed a methodology which, by starting from the geometrical characteristics of the patient's hand, defines the novel kinematic mechanism that better fits to the finger trajectories. The authors have validated the proposed novel mechanism by carrying out a Hand Exoskeleton System (HES) prototype, based on a single-phalanx mechanism, cable driven. The testing phase of the real prototype with a patient is currently on going.

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Thomas, Volker, and Karen E. Ray. "Counseling Exceptional Individuals and their Families: A Systems Perspective." Professional School Counseling 10, no. 1_suppl (October 2006): 2156759X0601001. http://dx.doi.org/10.1177/2156759x0601001s08.

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This article presents three models of counseling exceptional students from a systems perspective. The authors present their definition of counseling, the goals of counseling, and the counseling relationship from a systems perspective. Each model is described, including assessment and intervention techniques appropriate for working with children, adolescents, and their families when giftedness and learning disabilities and other disabilities are part of the context. The authors discuss implications for school counselors and provide several cases as examples.

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Gulati, Gautam, Valerie Murphy, Ana Clarke, Kristin Delcellier, David Meagher, Harry Kennedy, Elizabeth Fistein, John Bogue, and Colum P. Dunne. "Intellectual disability in Irish prisoners: systematic review of prevalence." International Journal of Prisoner Health 14, no. 3 (September 10, 2018): 188–96. http://dx.doi.org/10.1108/ijph-01-2017-0003.

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PurposeWhile individuals with an intellectual disability form a significant minority in the worldwide prison population, their healthcare needs require specialist attention. In Ireland, services for prisoners with intellectual disabilities need development. However, there is little substantive data estimating the prevalence of intellectual disabilities within the Irish prison system. The paper aims to discuss these issues.Design/methodology/approachThe authors systematically review published data relating to the prevalence of intellectual disabilities in prisons in the Republic of Ireland. The authors searched four databases, governmental websites and corresponded with experts.FindingsLittle published data were elicited from searches except for one nationwide cross-sectional survey which reflected a higher prevalence than reported in international studies. Studies from forensic mental health populations are narrated to contextualise findings.Originality/valueThis study found that there is little data to accurately estimate the prevalence of intellectual disabilities in the Irish prison system and the limited data available suggests that this is likely to be higher than international estimates. The authors highlight the need for further research to accurately estimate prevalence in this jurisdiction, alongside the need to develop screening and care pathways for prisoners with an intellectual disability.

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Cornwall, Anne, and Harry N. Bawden. "Reading Disabilities and Aggression." Journal of Learning Disabilities 25, no. 5 (May 1992): 281–88. http://dx.doi.org/10.1177/002221949202500503.

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Several authors have suggested that there is a strong association between specific learning disabilities and aggression, antisocial behavior, and juvenile delinquency. Claims that learning disabilities cause aggressive behavior and delinquency are increasingly common in the popular press, and a variety of theories concerning this purported causal relationship have been proposed. This research is flawed by a lack of specificity in the definition of learning disabilities, with studies often examining heterogeneous groups of children with learning problems. The present review examines the relationship between specific reading disabilities (the most frequently diagnosed learning disability) and aggressive behavior. The data suggest that there is not enough evidence to conclude that reading disability causes aggressive or delinquent behavior, although limited evidence does suggest that reading disability may worsen preexisting aggressive behavior.

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Cronin, Peter, Liam Peyton, and Eddie Chaplin. "Feeling down and understanding depression." Advances in Mental Health and Intellectual Disabilities 11, no. 1 (January 3, 2017): 2–7. http://dx.doi.org/10.1108/amhid-12-2016-0044.

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Purpose The purpose of this paper is to offer a perspective on depression and self-help from two experts with lived experience of learning disabilites. Design/methodology/approach This paper outlines the authors’ presentation and experiences at the recent Learning Disability Today conference. Findings The paper shares some things we can do to help our mental wellbeing. Originality/value This paper offers the view of two people with learning disabilities lived experience of depression. The paper also offers and insight into some of the strategies they use to manage and encourage positive mental health.

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Mellard, Daryl F., and J. Stephen Hazel. "Social Competencies as a Pathway to Successful Life Transitions." Learning Disability Quarterly 15, no. 4 (November 1992): 251–71. http://dx.doi.org/10.2307/1511317.

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Learning disabilities have been examined most carefully in the academic setting; however, learning disabilities is a lifelong condition that impacts individuals outside the academic environments. Since the formal school setting accounts for so little of a person's life experiences, it becomes important to understand the nonacademic manifestations of learning disabilities. Impaired social competency is one of these common manifestations exhibited by young adults with learning disabilities. This article describes post-secondary outcomes of young adults with learning disabilities, specific areas of social problems encountered, and the results of an assessment of social competencies in adults with learning disabilities. The authors recommend that secondary and post-secondary curricular experiences include greater attention to improving social competencies.

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Tsykora, Anna, and Vladlena Titovskaya. "FEATURES OF LABOR RELATIONS OF CITIZENS WITH DISABILITIES." Science & World 2022, no. 4 (December 16, 2022): 6–10. http://dx.doi.org/10.26526/2307-9401-2022-4-6-10.

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Dobransky, Kerry, and Eszter Hargittai. "People with Disabilities During COVID-19." Contexts 19, no. 4 (November 2020): 46–49. http://dx.doi.org/10.1177/1536504220977935.

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Amid a crisis that has limited access to basic needs for everyone, relatively little attention has focused on the experiences of people with disabilities (PWD). In this piece, the authors compare the experiences of people with disabilities with those without during the coronavirus pandemic to highlight how this marginalized status is reflected in their concerns and fears.

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Dieterich, Cynthia A., Paula E. Chan, and Anne E. Price. "Legal Implications for Accommodating Students With Disabilities in Teacher Preparation Field Placements." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 3 (March 23, 2017): 194–211. http://dx.doi.org/10.1177/0888406417700959.

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The goal of Special Education is to help individuals with disabilities transition to meaningful adult roles. When students with disabilities pursue education majors, Special Education Faculty must balance their desire to support college students with disabilities, while maintaining the rigor of their academic programs. To gain a better understanding of how to support students with disabilities in teacher preparation programs, faculty must have a clear understanding of federal legislation and recent case law related to students with disabilities in professional programs in higher education. The purpose of this article is to provide an overview of the legal precedent for working with students with disabilities in teacher preparation programs. In this study, the authors review federal legislation for students with disabilities in higher education, present recent case law related to accommodating students with disabilities in college training programs with field components, and provide suggestions for faculty working with students with disabilities.

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Lugovaya, E. A., and I. V. Averyanova. "Optimizing the diet of children with disabilities." Rossiyskiy Vestnik Perinatologii i Pediatrii (Russian Bulletin of Perinatology and Pediatrics) 67, no. 1 (April 8, 2022): 94–100. http://dx.doi.org/10.21508/1027-4065-2022-67-1-94-100.

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Principles of nutrition for disabled children are very important. Russia’s specialized institutions and boarding schools for children with disabilities were monitored and proved to have no specific diet adapted for children with special needs (mental delay, emotional-volitional defects — autistic disorders). According to the World Health Organization (WHO), unbalanced diets along with lifestyle habits are the main risk factors for chronic diseases which can develop and accelerate disorders in intellectual and cognitive abilities. The study analyzed reference data in order to identify and summarize patterns in diets designed for children with special medical care needs. The review assessed works of foreign and domestic authors, as well as data obtained with SRC ‘Arktika,’ on nutrition status of children with disabilities under the north conditions. By meta-analysis, the authors made recommendations for optimizing the diet for children with disabilities.

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Symons, Andrew B., Reva Fish, Denise McGuigan, Jeffery Fox, and Elie A. Akl. "Development of an Instrument to Measure Medical Students' Attitudes Toward People with Disabilities." Intellectual and Developmental Disabilities 50, no. 3 (June 1, 2012): 251–60. http://dx.doi.org/10.1352/1934-9556-50.3.251.

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Abstract As curricula to improve medical students' attitudes toward people with disabilities are developed, instruments are needed to guide the process and evaluate effectiveness. The authors developed an instrument to measure medical students' attitudes toward people with disabilities. A pilot instrument with 30 items in four sections was administered to 342 medical students. Internal consistency reliability and factor analysis were conducted. The Cronbach's alpha coefficient was 0.857, indicating very good internal consistency. Five components were identified: comfort interacting with people with disabilities, working with people with disabilities in a clinical setting, negative impressions of self-concepts of people with disabilities, positive impressions of self-concepts of people with disabilities, and conditional comfort with people with disabilities. The instrument appears to have good psychometric properties and requires further validation.

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Novikov, V., A. Kornienko, and N. Zelikov. "Recommendations for the development of measures for the professional rehabilitation or habilitation of disabled people and persons with disabilities in the conditions of their work." Normirovanie i oplata truda v sel'skom hozyajstve (Rationing and remuneration of labor in agriculture), no. 2 (February 1, 2020): 26–34. http://dx.doi.org/10.33920/sel-06-2002-02.

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In this article, the authors, based on the study of normative, methodological and analytical materials, offer a number of recommendations on professionalization, employment and adaptation of persons with disabilities and HIA, as well as on equipping and organizing workplaces for people with disabilities of various nosological groups.

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Zandam, Hussain, and Muhamad Hanafiah Juni. "Equity analysis of health system accessibility from perspective of people with disability." International Journal of Health Governance 24, no. 4 (November 21, 2019): 298–309. http://dx.doi.org/10.1108/ijhg-11-2018-0067.

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Purpose Self-evaluated access and accessibility has been found to be associated with healthcare seeking and quality of life. Studies have shown that, however, a vast majority of individuals with disability living in poor countries have limited access to healthcare influenced by several barriers. The purpose of this paper is to compare the perception of general accessibility of health care services and its association with access barriers and other contextual factors between people with physical disabilities and counterparts without disability. Design/methodology/approach This study is a cross sectional survey involving 213 individuals with physical disabilities and 213 counterparts without disability sampled using a multi-stage method. Data were collected using a structured questionnaire with sections on socioeconomic and living conditions, education, health, employment and access to health care. Data analysis involved using χ2 for proportions and T-test and multiple regressions (stepwise) method to determine significant factors that influence perception on accessibility. Findings The study finds that people with disabilities fared worse in various socioeconomic factors such as education, employment, income and assets possession. People with disabilities also experience more dimensional barriers and reported poor health system accessibility. The difference in accessibility continued after adjusting for other variables, implying that there are more inherent factors that explain the perception of access for people with disabilities. Practical implications Governments should ensure equitable access to health care delivery for people with disabilities through equitable health policies and services that are responsive to the needs of people with disabilities and promote the creation of enabling environment to enhance participation in health care delivery. Originality/value The authors confirm that the paper has neither been submitted to peer review, nor is in the process of peer reviewing or accepted for publishing in another journal. The author(s) confirms that the research in this work is original, and that all the data given in the paper are real and authentic. If necessary, the paper can be recalled, and errors corrected. The undersigned authors transfer the copyright for this work to the International Journal of Health Governance. The authors are free of any personal or business association that could represent a conflict of interest regarding the paper submitted, and the authors have respected the research ethics principles.

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Загорская, Любовь, Lyubov Zagorskaya, Валерия Назаркина, and Valeriya Nazarkina. "SOCIO-CULTURAL REHABILITATION OF ADOLESCENT AND SENIOR SCHOOL-AGED CHILDREN WITH VISION DISABILITIES: MODERN TECHNOLOGIES." Services in Russia and abroad 10, no. 5 (August 29, 2016): 105–22. http://dx.doi.org/10.12737/21200.

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The article deals with the issues of socio-cultural rehabilitation of adolescent and elder school-aged children with vision disabilities. The socio-cultural approach to the adaptation problems of the individual child with a disability is the methodological basis of conducted research. The article discloses the relationship of this approach to cultural and leisure activity and shows the role of the child´s personality leisure space as a prerequisite for full development. The authors consider the concept of "socio-cultural rehabilitation" of children with disabilities and reveal its essence, show the role of creative technologies in the work with these children and the effectiveness of the use of socio-cultural animation. The article presents proven experience of the use of theatrical animation in the socio-cultural rehabilitation of children with vision disabilities by the example of the project work of the students studying on training program "Service". The article describes the experience of applying the method of mapping to the sphere of cultural and creative services of a particular territory and shows the results of the mapping of Novosibirsk theater studios providing services in theater education for children of senior school age. This allowed to identify a narrow range of services aimed at attracting children with disabilities. In addition, the authors analyze the survey results of children with vision disabilities in the city of Novosibirsk in respect of theatrical art, as well as the young actors, the audience for the possibility of the integration of sight-disabled children in a joint theatrical activity. The authors define he technology features of theatrical animation as a means of adaptation and socialization of this category of children and the necessary conditions for its use in theatrical schools and studios. Based on the foregoing, the authors make conclusions about the need for the integrated use of cultural and creative and social-security technologies on the principle of complementariness as the most effective way of solving the socio-cultural rehabilitation of children with disabilities.

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Borodin, Yevgeniy, Andrii Zhorniak, and Svitlana Podplota. "Social Integration of Persons with Disabilities in Ukraine." Copernicus Political and Legal Studies 1, no. 4 (2022): 94–105. http://dx.doi.org/10.15804/cpls.20224.10.

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The main directions of Ukraine’s social policy towards the disabled are presented in the article. Topical issues of integration of persons with disabilities into society are covered. The meaning of the concept of “social stigmatization” is revealed. The authors analyze and define the tools of social stigma in the legislation of Ukraine on issues of social integration of persons with disabilities. It has been proven that stigma in some cases deprives a person of full status, becomes a source of prejudice, discrimination, social isolation of the stigmatized, causes low self-esteem and feelings of depression, forms a negative social identity, and complicates psychosocial adaptation. Certain steps have already been taken to ensure the protection of persons with disabilities by creating appropriate conditions for them in society and equal opportunities for the realization of vital needs, abilities, and creative potential. The article defines a system of measures aimed at improving the lives of persons with disabilities, restoring their social status, achieving material independence, and comprehensive integration into society. The authors also propose measures to remove obstacles caused by stigmatization in the way of integration of persons with disabilities into society.

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Daviso, Alfred W., Robert M. Baer, Robert W. Flexer, and Richard Meindl. "Career and Technical Education, Work Study, & School Supervised Work: How Do They Impact Employment/or Students with Disabilities?" Journal of Applied Rehabilitation Counseling 47, no. 2 (June 1, 2016): 10–19. http://dx.doi.org/10.1891/0047-2220.47.2.10.

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The researchers examined whether three predictors of post-school employment outcomes identified by the National Secondary Transition Technical Assistance Center (NSTTA C, 20 J 3) remained significant for five subgroups of students with: (a) learning disabilities, (b) intellectual disabilities, (c) multiple disabilities, (d) emotional disabilities, and (e) other health impairments. The three predictors used in this study were: (a) vocational (career and technical) education, (b) work study, and (c) school-supervised community work while in high school. The researchers conducted a secondary analysis on a sample of5,307 youth with disabilities, of which 4,952 fell into one of the five disability subgroups used in this analysis. The authors found that competitive employment after graduation was predicted by career and technical education and work-study for students with other health impairments and learning disabilities and by school-supervised work experiences for students with multiple disabilities.

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Baigorri, Miriam, Catherine Crowley, and Belinda Bukari. "Collaborative Efforts to Improve Opportunities for Children With Intellectual and Developmental Disabilities in Ghana." Perspectives of the ASHA Special Interest Groups 4, no. 5 (October 31, 2019): 1140–47. http://dx.doi.org/10.1044/2019_pers-sig17-2019-0020.

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Purpose Although efforts have been made in Ghana to include children with disabilities in mainstream society, children continue to face barriers to education, rehabilitation, and support services. This article describes collaborative efforts made by the authors, U.S. speech-language pathologists, and a Ghanaian special educator to improve communication skills and academic opportunities for children with intellectual and developmental disabilities. Such initiatives include bringing alternative and augmentative communication into the classroom and establishing activities that promote linguistic concepts and literacy skills. Conclusion This article is an effort to provide a service delivery model for speech-language pathologists and professionals working in low- and middle-income countries. In addition to the authors' efforts described in the article, this also highlights national initiatives that have improved the services for children with intellectual and developmental disabilities in Ghana.

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KLIEWER, CHRISTOPHER, LINDA MAY FITZGERALD, JODI MEYER-MORK, PATRESA HARTMAN, PAT ENGLISH-SAND, and DONNA RASCHKE. "Citizenship for All in the Literate Community: An Ethnography of Young Children with Significant Disabilities in Inclusive Early Childhood Settings." Harvard Educational Review 74, no. 4 (December 1, 2004): 373–403. http://dx.doi.org/10.17763/haer.74.4.p46171013714642x.

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In this study, Christopher Kliewer, Linda Fitzgerald, Jodi Meyer-Mork, Patresa Hartman, Pat English-Sand, and Donna Raschke use ethnographic methods to explore literacy development in young children considered to have significant disabilities. The study settings included nine preschool and kindergarten classrooms across five programs, all of which involved children with and without disabilities learning side-byside. Over the course of two school years, the authors observed teachers emphasizing children's narratives, and in so doing effectively fostering the citizenship of all children in the literate communities of the classrooms under study. The authors describe several themes that appeared in their data related to fostering effective literacy development in children historically segregated from rich curricular opportunities. In this effort, defining literacy as making meaning and interpreting children with disabilities as competent meaning-makers was foremost.

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Preston, Teresa. "A Look Back: The ongoing special education debate in Kappan." Phi Delta Kappan 103, no. 6 (February 28, 2022): 5–7. http://dx.doi.org/10.1177/00317217221082789.

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The conversation about how schools can best serve children with disabilities stretches back for decades, long before the passage of IDEA. Teresa Preston traces how Kappan authors deliberated over where and how students should receive special education services. Although authors have generally supported educating students with disabilities alongside their nondisabled peers, many have expressed skepticism about the benefits of full inclusion for every child. Others have noted that many of the strategies employed in special education might also benefit all students and suggested that special education expand its reach.

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Poplin, Mary, and LeRae Phillips. "Sociocultural Aspects of Language and Literacy: Issues Facing Educators of Students with Learning Disabilities." Learning Disability Quarterly 16, no. 4 (November 1993): 245–55. http://dx.doi.org/10.2307/1511334.

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This article explores differences in language development, experience, and use by various cultures. The authors propose that some of the characteristics we identify as disabilities are actually language differences. A lack of understanding of multiple views and the characteristics of various languages can result in both misdiagnosis and inappropriate instruction for many individuals we call “learning disabled.” The authors also suggest that our culture's unselfconscious assumptions about oral and written language and its preference for written language intelligence have, in part, created the category of learning disabilities as a handicapping condition.

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Li, Li, Jo Ann Ford, and Dennis Moore. "AN EXPLORATORY STUDY OF VIOLENCE, SUBSTANCE ABUSE, DISABILITY, AND GENDER." Social Behavior and Personality: an international journal 28, no. 1 (January 1, 2000): 61–71. http://dx.doi.org/10.2224/sbp.2000.28.1.61.

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Using a random sample of 1,876 individuals with disabilities, this study examines relationships between victimization as a result of violence, substance abuse, disability, and gender. Multivariate analyses reveal that women with disabilities are more likely to be victims of substance abuserelated violence than are male counterparts. Some disability conditions such as disability onset, multiple disabilities and chronic pain – are significantly associated with violence for both men and women with disabilities. For people with disabilities, this study finds that victims of substance abuse-related violence are more likely to have their own substance abuse problems than are those who have not been victimized. The authors discuss several issues relevant to a better understanding of violence, substance abuse, disability and gender.

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Marita, Samantha, and Casey Hord. "Review of Mathematics Interventions for Secondary Students With Learning Disabilities." Learning Disability Quarterly 40, no. 1 (August 1, 2016): 29–40. http://dx.doi.org/10.1177/0731948716657495.

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Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12 articles reviewed contain various instructional focuses, including systematic instructions, problem-based instruction, and visual representation. This review includes discussion of the interventions used, including the success of interventions used for both students with disabilities and students without disabilities. Implications for practice and future research are also discussed, including the need for continued research on middle and high school interventions to address a variety of mathematical skills and concepts.

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Mirić, Filip, and Aleksandra Nikolajević. "VIOLENCE AGAINST PERSONS WITH DISABILITIES: THE “DARK NUMBER” OF CRIME." Facta Universitatis, Series: Law and Politics, no. 1 (January 1, 2022): 111. http://dx.doi.org/10.22190/fulp2102111m.

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People with disabilities are a particularly vulnerable to victimization by violence. This risk increases due to their dependence on other family members. This negative phenomenon has to be observed not only from the criminological perspective but also from the sociological perspective because violence does not happen outside the society. In this paper, the authors will indicate the “dark number” of crime of violence against people with disabilities, with specific reference to violence against people with mental disabilities in residential institutions. The aim of this paper is to point out to possible social responses to violence against people with disabilities.

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Sigafoos, Jeff, Donna Roberts, and Donna Couzens. "Institutional affiliations of authors publishing research in Australian developmental disabilities journals." Australia and New Zealand Journal of Developmental Disabilities 17, no. 3 (January 1991): 331–36. http://dx.doi.org/10.1080/07263869100034661.

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Kurbangaleyeva, E. S., and D. N. Veretennikov. "Accessibility of Higher Education for Students with Disabilities." Психологическая наука и образование 22, no. 1 (2017): 169–80. http://dx.doi.org/10.17759/pse.2017220119.

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The Autonomous Non-Commercial Organization “Minority Report” Research Center carried out a complex all-Russian monitoring of accessibility of higher education for students with disabilities in 1/3 of state universities (165 universities in 51 regions). The authors explored the issue from the point of view of organizations offering services in higher education (universities) as well as from the point of view of their customers (disabled students and their parents) and completed the picture with the data obtained through monitoring and participant observation; this enabled the authors to reveal the main problems that students with disabilities experience in getting higher education – in the stages of career guidance, university admission, studying at university and further employment. For instance, the authors point out to the legal restriction ‘one university – one profession’ referring to admission quotas for students with disabilities; problems with getting documents required for university application; low accessibility of educational environment and insufficient supply of special teaching devices; low accessibility of university websites etc. The authors propose the following specific measures for raising the accessibility of higher education for the disabled: introducing changes to legal acts restricting the opportunities of the disabled in higher education; changing the practices in organizations responsible for medical and social assessment in how they provide documents required for university application; expanding the services offered by resource and training centers; introducing a unified standard for university websites in sections referring to disability services, etc. This project was supported by state grant funds, Executive Order of the President of the Russian Federation issued on April 01, 2015 #79-рп, and on the basis of the contest carried out by the All-Russian Non-Governmental Organization «Liga Zdorovya Natsii».

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Björnsdóttir, Kristín, and IngólfurÁsgeir Jóhannesson. "People With Intellectual Disabilities in Iceland: A Bourdieuean Interpretation of Self-Advocacy." Intellectual and Developmental Disabilities 47, no. 6 (December 1, 2009): 436–46. http://dx.doi.org/10.1352/1934-9556-47.6.436.

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Abstract There are many barriers to social participation in Iceland for people with intellectual disabilities. This article builds on qualitative research with young adults with intellectual disabilities. The purpose of this article is to develop an approach where the struggles over the meaning of social participation of people with intellectual disabilities are seen as social strategies. In the article, the authors suggest that people with intellectual disabilities are carving out a space where intellectual disability is gaining higher social status. They also posit that people with intellectual disabilities use several social strategies in the emerging field of self-advocacy for the purpose of improving their social position. Thus, the article contributes to a new social understanding of disability and how people with disabilities gain authority over their lives and experiences.

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B.I., Stashkiv, Denysenko K.V., and Zinchuk Yu.O. "Legal status of child with disabilities as legal category of social security (part І)." Scientific Herald of Sivershchyna. Series: Law 2020, no. 3 (December 18, 2020): 31–50. http://dx.doi.org/10.32755/sjlaw.2020.03.031.

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The article is devoted to the study of such a legal category as the legal status of a child with disabilities in the field of social security, its structural elements, the relationship with the status of other categories of material support recipients. The authors conclude that the elements of the legal status of a child with disabilities are only his/her rights and responsibilities, which are realized by him/her through a legal representative or with hi/her active assistance. Freedom is not the subject of a study of social security law and is not part of a child’s legal status. Legal capacity indicates that a child with disabilities is a subject of social security law and has the rights and responsibilities provided by this branch of law since birth until reaching adulthood. In most cases, children with disabilities are not aware of the importance of their actions and cannot be guided by them, that is, to dispose of rights and responsibilities, and therefore they cannot be full-fledged subjects of social security relations. In such legal relations, they are often replaced by legal representatives. The special rights of a child with disabilities in the field of social protection are the child`s legal possibilities with the assistance of his/her legal representative to receive additional types of compensatory social security, which are associated with disability due to persistent dysfunction. In social security law, ensuring the responsibilities and violating of them rely on the child`s legal representative. Some responsibilities may be imposed on a child with disabilities when he/she receives social services, but in most cases he/she will be morally responsible for the violation. In the article the authors conditionally divided three categories of children with special needs: 1) children with disabilities; 2) children with serious illnesses who have not been diagnosed with disabilities; 3) children with mental or physical disabilities who have no grounds for establishing disability. Key words: the concept of the category “child with disabilities”, the procedure for establishing disability in children, elements of the legal status of a child with disabilities, rights and responsibilities of children with disabilities in social protection, social benefits for children with disabilities, social services for children with disabilities.

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Journal articles on the topic 'Authors with disabilities'

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