Bibliografías temáticas / Disability competency

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Literatura académica sobre el tema "Disability competency"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 15 de febrero de 2022

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Artículos de revistas sobre el tema "Disability competency"

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Smith, W. Thomas, Justin J. Roth, Olihe Okoro, Carole Kimberlin y Folakemi T. Odedina. "Disability in Cultural Competency Pharmacy Education". American Journal of Pharmaceutical Education 75, n.º 2 (10 de marzo de 2011): 26. http://dx.doi.org/10.5688/ajpe75226.

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Jachimowska, Katarzyna. "Kompetencja językowa i komunikacyjna dzieci z zaburzeniami słuchu w kontekście wzorca gatunkowego SMS-a". Poznańskie Studia Polonistyczne. Seria Językoznawcza 26, n.º 2 (15 de diciembre de 2019): 61–74. http://dx.doi.org/10.14746/pspsj.2019.26.2.4.

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The article describes the methods of the SMS genre use, emphasising language competency (system proficiency) and communication competency (including pragmatic competency) of the tested group. The author presents the results of tests performed on a group of children with hearing disability (with various rate and type of hearing disability) aged 12–16 and confronts the results with the results achieved in the group of children without hearing issues (development norm). The article attempts to determine the mutual relations between language and communication competency acquisition by children with hearing disability and their genre competency. Short Message Service (SMS) was used as an example genre.
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Gibson, Jennifer. "Disability Competency in Community Relations and Counseling". Journal of School Public Relations 28, n.º 3 (1 de julio de 2007): 271–82. http://dx.doi.org/10.3138/jspr.28.3.271.

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Dupré, Marilyn. "Disability Culture and Cultural Competency in Social Work". Social Work Education 31, n.º 2 (marzo de 2012): 168–83. http://dx.doi.org/10.1080/02615479.2012.644945.

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Doebrich, Adrienne, Marion Quirici y Christopher Lunsford. "COVID-19 and the need for disability conscious medical education, training, and practice". Journal of Pediatric Rehabilitation Medicine 13, n.º 3 (23 de noviembre de 2020): 393–404. http://dx.doi.org/10.3233/prm-200763.

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The COVID-19 era exposes what was already a crisis in the medical profession: structural racism, ageism, sexism, classism, and ableism resulting in healthcare disparities for Persons with Disabilities (PWD). Early research highlights these disparities, but we do not yet know the full impact of this pandemic on PWD. Over the last 20 years, many medical schools have attempted to develop disability competency trainings, but discrimination and inequities remain, resulting in a pervasive distrust of medicine by the disability community at large. In this commentary, we suggest that disability competency is insufficient because the healthcare disparities experienced by PWD are not simply a matter of individual biases, but structural and systemic factors requiring a culture shift in the healthcare professions. Recognizing that disability is a form of diversity that is experienced alongside other systemic disadvantages like social class, race, age, sex, gender identity, and geographic location, we explore the transformative potential of disability conscious medical education, training, and practice that draws on insights from intersectional disability justice activism. Disability conscious medicine is a novel approach, which improves upon competency programs by utilizing disability studies and the principles of disability justice to guide us in the critique of norms, traditions, and institutions to more fully promote the respect, beneficence, and justice that patients deserve.
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Bhaumik, Sabyasachi, Samuel Tromans, Satheesh Kumar Gangadharan, Chaya Kapugama, Dasari Mohan Michael, Anu Wani, Gabriel Michael, Reza Kiani y Antonio Ventriglio. "Intellectual disability psychiatry: a competency-based framework for psychiatrists". International Journal of Culture and Mental Health 10, n.º 4 (31 de mayo de 2017): 468–76. http://dx.doi.org/10.1080/17542863.2017.1322624.

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Wilkinson, Joanne, Deborah Dreyfus, Mary Cerreto y Barbara Bokhour. "“Sometimes I Feel Overwhelmed”: Educational Needs of Family Physicians Caring for People with Intellectual Disability". Intellectual and Developmental Disabilities 50, n.º 3 (1 de junio de 2012): 243–50. http://dx.doi.org/10.1352/1934-9556-50.3.243.

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Abstract Primary care physicians who care for adults with intellectual disability often lack experience with the population, and patients with intellectual disability express dissatisfaction with their care. Establishing a secure primary care relationship is particularly important for adults with intellectual disability, who experience health disparities and may rely on their physician to direct/coordinate their care. The authors conducted semistructured interviews with 22 family physicians with the goal of identifying educational needs of family physicians who care for people with intellectual disability. Interviews were transcribed and coded using tools from grounded theory. Several themes related to educational needs were identified. Physician participants identified themes of “operating without a map,” discomfort with patients with intellectual disability, and a need for more exposure to/experience with people with intellectual disability as important content areas. The authors also identified physician frustration and lack of confidence, compounded by anxiety related to difficult behaviors and a lack of context or frame of reference for patients with intellectual disability. Primary care physicians request some modification of their educational experience to better equip them to care for patients with intellectual disability. Their request for experiential, not theoretical, learning fits well under the umbrella of cultural competence (a required competency in U.S. medical education).
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Havercamp, Susan M. "Competency-Based Curriculum Development: Essential Disability Competencies for Medical Education". Academic Medicine 96, n.º 2 (27 de enero de 2021): 168–69. http://dx.doi.org/10.1097/acm.0000000000003825.

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Salijana, Rosida, Akhmad Toha y Selfi Budi Helpiastuti. "The Performance of Goverment Official at The Demography and Civil Department in Situbondo Observed by Competence, Motivation and Commitment Aspect". International Seminar Series on Regional Dynamics Proceeding 2, n.º 1 (23 de mayo de 2020): 45. http://dx.doi.org/10.19184/issrd.v2i1.17471.

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The pre-survey process showed that the report on performance was not optimal and human resources in the Department of Population and Civil Registry were inadequate and Minister of Administrative Reform and Bureaucratic Reform No. 38 of 2017 concerning the Competency Standards of the Position of the State Civil Apparatus which requires the State Civil Apparatus that has the competence, discipline, participatory, motivative and commitment in carrying out the performance of public services, then this study takes focus on the influence of competence, motivation and commitment to the performance of the State Civil Apparatus in the Population and Civil Registry Office of Situbondo Regency. This study aims to find out and analyze the competence, motivation, and commitment of employees to the performance of the Government of Situbondo Regency. This type of study is a quantitative study using a saturated sample of 29 State Civil Apparatuses in the Situbondo Regency Population and Civil Registry Office. Data collection techniques used in the study through surveys using questionnaires, interviews and documentation. Data from the subsequent studies were analyzed using multiple linear regression. Based on the results of the study it can be concluded that: 1). Partially, competence and commitment have a positive and significant effect on the performance of the State Civil Apparatus in the Population and Disability Service Office of Situbondo Regency. While motivation has a positive effect, but it is not significant on the performance of the State Civil Apparatus in the Population and Civil Disability Office of Situbondo Regency, and 2). Simultaneously the variable X together on the performance of the State Civil Apparatus has different results. Where the competency and commitment variables have a positive and significant effect, whereas motivation only has a positive effect. Keywords: Performance, Competence, Motivation and Commitment
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Johnson, Keith, Michael Bowden, David Coyne y Julian Trollor. "Competency based advanced training in Intellectual Disability Psychiatry: a NSW prototype". Australasian Psychiatry 21, n.º 4 (26 de junio de 2013): 393–96. http://dx.doi.org/10.1177/1039856213492353.

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Tesis sobre el tema "Disability competency"

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Emir, Oksuz Elif. "Training and Contact: Do They Have an Impact on Disability Competence?" University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1573570596643011.

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Lolwana, Lulama. "Investigating attitudes towards cardiopulmonary resuscitation and cardiopulmonary resuscitation competency of nurses at a hospital for intellectually disabled people in the Western Cape". University of Western Cape, 2020. http://hdl.handle.net/11394/7670.

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Magister Curationis - MCur
Cardiopulmonary resuscitation (CPR) is a core emergency skill in which all nurses need to be proficient to save the lives of patients. It is important for nurses working in psychiatric hospitals to administer CPR correctly should the need arise. However, they rarely perform CPR as the patients they care for are generally not physical ill, unlike patients admitted in general hospitals. Given the paucity of literature on CPR in psychiatric hospitals, this study aimed at investigating the attitudes towards CPR and the CPR competency of nurses working at a hospital for intellectually disabled people in the Western Cape, South Africa
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Brown, June Grace Isa. "A mixed method approach to investigating therapeutic commitment towards adults with learning disabilities : the perceptions of final year adult, mental health and learning disability student nurses". Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/28438.

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All nurses should have the ability and disposition to engage in therapeutic relations with people who have learning disabilities. Therapeutic commitment is described as a therapeutic attitude that is influenced by nurses' perceptions of role competency and role support. It is essential to the provision of nursing care leading to improved patient outcomes. The study aimed to explore final year adult (AD), mental health (MH) and learning disability (LD) student nurses' perceptions of therapeutic commitment towards people with learning disabilities and the factors they perceived influenced it. A mixed method, convergent approach for complementarity and expansion purposes was used. A survey collected quantitative and qualitative data from 398 final year student nurses across four Higher Education Institutes in Scotland. Integrated findings suggested when caring for people with learning disabilities that student nurses are therapeutically committed, with LD student nurses' perceptions being greater than their counterparts. LD student nurses also perceived greater role competency and reported they could access experienced support more readily. Having education, a personal experience, the opportunity to provide care whilst on clinical placement and previous work experience with people with learning disabilities influenced the therapeutic commitment and role competency all students perceived. Other influencing factors included receiving thanks, being challenged by the task and the attitudes and qualities held by the nurse. Some AD and MH student nurses believed that people with learning disabilities characteristics negatively influenced their therapeutic commitment. This study has implications for nursing practice and education as it builds on the theory of therapeutic commitment, providing new knowledge of the factors that influence it, either positively or negatively when caring for people with learning disabilities. This knowledge will support nurses to engage in positive therapeutic relationships with people with learning disabilities to enhance the delivery of nursing care.
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Byrnes, Michael E. "Teaching Minimum Based Competency Test Skills to Secondary-Aged Learning Disabled Students Through The Use of Precision Teaching". DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/5599.

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This project investigated whether a precision teaching method used with learning disabled high school students (grades 9-12) could give them the skills needed to pass a minimum based competency test in the area of local, state and national government. The specific objective of this project was to determine if the use of precision teaching enabled the students to retain the facts needed to pass a competency test required for graduation. A multiple-baseline design across behaviors was used to show the effect of precision teaching in mastering the needed facts. The data from each baseline improved and surpassed the set criteria when the intervention was introduced. The Cache School District requires mastery level test score of 70% or higher for each competency test. The pretest scores of the students in this study ranged from 40% to 58%. When all three interventions were completed, the students' test scores ranged from 92% to 100%, thus meeting and surpassing the school district's mastery level.
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Deroche, Melissa D. "The relationship between perceived multicultural disability competence, multicultural counseling coursework, and disability-related life experience". ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2252.

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The aim of this study was to explore the perceived multicultural disability competence of master’s-level counseling students in CACREP-accredited programs given their disability-related life experience(s) and multicultural counseling course completion and to assess the extent to which the topic of ability/disability is addressed in multicultural counseling coursework. Participants (n = 285) were electronically surveyed using the Counseling Clientswith Disabilities Survey (CCDS; Strike, 2001) and a researcher developed biographical questionnaire. Collectively, study results indicated that both disability-related life experience(s) and multicultural counseling course completion positively impacted participant perceived multicultural disability competence. However, disability-related life experience(s) seemed to have a greater level of impact and significantly predicted self-awareness, perceived knowledge, and perceived skills. Results of this study indicated that the topic of ability/disability or persons with disabilities is given less attention than other topics covered in multicultural counseling courses within CACREP-accredited programs.
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James, Helen. "Psychological assessment of parental competence in mothers with a learning disability". Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/31298.

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Increasingly, parents with learning disabilities are being referred to clinical psychologists for assessments relating to their ability to provide safe and adequate parenting for their children. This study examines how decisions about parental competence are currently being made, and identifies the psychological factors which are relevant in determining both parenting ability, and the mother's potential to benefit from teaching and support. It is argued that clinical psychologists, while working within a multi-disciplinary context, need to be able to define what are the specifically psychological components of the assessment task. During the first stage of this study, a group of fifteen mothers with learning disability was identified, and thirty-four professionals associated with them interviewed, using a structured interview schedule designed for the purpose. The results indicated widespread reservations about how well the current assessment process operates when it is applied to mothers with learning disabilities. In particular, a need to assess more closely the psychological factors relating to parental competence was indicated. Intellectual, psychological, environmental and child-related factors were all seen as important determinants of parenting ability, and this is supported by previously reported research findings in this area. The second stage of the study was the development of an assessment instrument for use by clinical psychologists, contributing to an assessment of parental competence in mothers with a learning disability. Drawing on the research literature and the findings of the present study, a framework was developed so that information can be systematically collected in the three key areas which the clinical psychologist needs to address : - the mother's ability and her current level of functioning, her potential to improve her functioning if necessary, and the nature of the support required to enable her to do so. Once developed this assessment was completed with a further group of fifteen mothers with a learning disability. The third stage of the study assessed the usefulness of the new assessment framework, through interviews with an additional group of thirty-one professionals who were involved with the women who had been assessed. The results indicated positive changes following the implementation of the new assessment.
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Brammy, David. "Interpersonal competence as a predictor of the work performance of persons with an intellectual disability /". Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsb815.pdf.

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Oswald, Donald P. "Role taking ability and social interaction competence in mental retardation and autism". Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/101142.

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Role taking ability has been examined in many ways including developmental studies with normal subjects and studies which demonstrated role taking deficits in a variety of special populations. Recent data suggest that individuals with autism also show such deficits when compared to nonautistic mentally retarded subjects and normal subjects matched for mental age. These deficits in role taking ability have been proposed as one of the cognitive bases for the social interaction difficulties which are present in all autistic persons. The purposes of the present study were to demonstrate, for each of three primary dimensions of role taking, the presence of role taking deficits in the autistic, and to determine the extent to which those deficits correlate with measures of social interaction competence. Subjects for the study included a group of autistic children and a matched group of non-autistic mentally retarded children. Results revealed significant deficits in the autistic group for one of the three role taking dimensions. In addition, that dimension showed significant positive correlations with several of the social interaction measures. Secondary findings suggest the need for a more fine-grained analysis of the nature of social deficits in autism. Implications of these results for the understanding and treatment of the autistic were discussed and future directions for research in the area of autism and social cognition were suggested.
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Costa, Cristiane Galvão da. "Avaliação das competências emocional e social de pessoas com condições de deficiência visual total praticantes de atividade física". Universidade do Estado de Santa Catarina, 2005. http://tede.udesc.br/handle/handle/336.

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Made available in DSpace on 2016-12-06T17:07:08Z (GMT). No. of bitstreams: 1 Anexos.pdf: 571210 bytes, checksum: 89fc74405fbc8d978a686dd83a686774 (MD5) Previous issue date: 2005-04-26
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The physical activities provide to innumerable benefits, with emphasis in the psychological and the social, principally for the people with visual disability conditions. The general objective was to evaluate the emotional and social competencies of people with visual disability conditions, with ages between 20 and 50 years, participants of a formal physical activity group. And as specifics objectives were: to translate an instrument for evaluation of group cohesion; to analyze the level of emotional competencies of people with visual disability conditions participants of a physical activity group; to analyze the level of social competencies of people with visual disability conditions participants of a physical activity group; and to check the existence of association between the emotional and social competencies in people with visual disability conditions who practice a physical activity. The research is characterized as descriptive-exploratory. It had participated of the research eleven people with visual disability conditions, integrant of a team that practices five-a-side football, in the SEST/SENAT, in Florianópolis-SC, Brazil. They were selected in intentional way, according to inclusion s criteria: to have total visual disability; to belong to the age between 20 and 50 years; besides to integrate the team that practices five-a-side football at least 6 months. As measure s instruments were used How to Mapping your Emotional Intelligence (COOPER; SAWAF, 1997) and the translated version of the The Group Environment Questionnaire (CARRON; BRAWLEY; WIDMEYER, 2002). And for this translation it was used the Back-Translation method (BRISLIN, 1970). The people with visual disability conditions who practice five-a-side football had presented potentialities in the majority of the emotional competencies: Intentionality, Creativity and Resilience, in the majority of the situations and same under pressure. However, they had presented difficulties and vulnerabilities in the aspects Interpersonal Connections and Constructive Discontent. About the group cohesion, the participants located in the first quartile in the aspects Individual Attractions to the Group-Social and Individual Attractions to the Group-Task, in the second quartile in the aspect Group Integration-Social and, between the second and third quartile in the aspect Group Integration-Task. In this last aspect the team presented the higher cohesion index. It was found association between Interpersonal Connections and Group Integration-Social, Constructive Discontent and Group Integration-Social, Work Pressures and Group Integration-Task, Emotional Expression and Individual Attractions to the Group-Task, and, Emotional Awareness of Others and Individual Attractions to the Group-Task. These associations reinforce the interdependency relations between the group cohesion s dimensions and the emotional competencies aspects.
As atividades físicas proporcionam inúmeros benefícios, destacando-se os psicológicos e sociais, principalmente para as pessoas com condições de deficiência visual. O objetivo geral foi avaliar as competências emocional e social de pessoas com condições de deficiência visual, com idades entre 20 e 50 anos, participantes de um grupo de atividade física formal. E como objetivos específicos: traduzir e validar um instrumento para avaliação da coesão de grupo; analisar o nível da competência emocional das pessoas com condições de deficiência visual que participam de um grupo de atividade física; analisar o nível da competência social das pessoas com condições de deficiência visual participantes de um grupo de atividade física; e, verificar a existência de associação entre as competências emocional e social em pessoas com condições de deficiência visual que praticam uma atividade física. A pesquisa é caracterizada como descritivo-exploratória. Os participantes do estudo foram compostos por onze pessoas com condições de deficiência visual, integrantes de um grupo que pratica futsal, no SEST/SENAT, em Florianópolis-SC. Estes foram selecionados de maneira intencional, conforme os critérios de inclusão estabelecidos: possuir deficiência visual total; pertencer à faixa etária entre 20 e 50 anos; além de integrar o grupo que pratica esta atividade física formal há no mínimo 6 meses. Como instrumentos de medida foram utilizados o Como Mapear sua Inteligência Emocional (COOPER; SAWAF, 1997) e Questionário de Ambiente de Grupo, traduzido do The Group Environment Questionnaire (CARRON; BRAWLEY; WIDMEYER, 2002). E para a tradução do mesmo, utilizou-se o Método Back-Translation (BRISLIN, 1970). As pessoas com condições de deficiência visual praticantes de futsal apresentaram potencialidades na maioria das competências emocionais: Intencionalidade, Criatividade e Elasticidade (Resiliência), na maioria das situações e mesmo sob pressão. Entretanto, apresentaram dificuldades e vulnerabilidades nos aspectos Conexões Interpessoais e Insatisfação Construtiva. Quanto à coesão de grupo, os participantes localizaram-se no primeiro quartil nos aspectos Atração Individual para o Grupo-Social e Atração Individual para o Grupo-Tarefa, no segundo quartil no aspecto Integração de Grupo-Social e, entre o segundo e terceiro quartis no aspecto Integração de Grupo-Tarefa. Sendo que neste último o grupo apresentou os índices mais elevados de coesão. Encontrou-se associação das Conexões Interpessoais e a Insatisfação Construtiva com a Integração de Grupo-Social; Pressões no Trabalho e Integração de Grupo-Tarefa; Expressão Emocional e Atração Individual para o Grupo-Tarefa; e, Consciência Emocional dos Outros e Atração Individual para o Grupo-Tarefa. Estas associações reforçam as relações de interdependência entre as dimensões da Coesão de Grupo e as variáveis da Competência Emocional.
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Seaman, Leanne. "An evaluation of interpersonal competence in relation to criminal victimisation among people with an intellectual disability /". Adelaide, S. Aust. : The author, 1991. http://web4.library.adelaide.edu.au/theses/09SPS/09spss438.pdf.

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Libros sobre el tema "Disability competency"

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Anderer, Stephen J. Determining competency in guardianship proceedings. Editado por Lichtenstein Elissa C y Parry John 1948-. Washington, D.C: Division for Public Services, American Bar Association, 1990.

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Ontario. Enquiry on Mental Competency. Enquiry on Mental Competency: Final report. [Toronto]: The Enquiry, 1990.

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Bassil, Janice. Mental health issues: Competency, diminished capacity & criminal responsibility. Boston, MA: MCLE New England, 2014.

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Stein, Evelyn. Mental competency determinations and the law. Ottawa: National Library of Canada, 1990.

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Patricia, Smith. Disability and culture: An international and inter-professional perspective. Champaign, Illinois: Common Ground Publishing LLC, 2015.

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Huckabee, Harlow M. Mental disability issues in the criminal justice system: What they are, who evaluates them, how and when. Springfield, Ill: C.C. Thomas, 2000.

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Ontario. Psychiatric Patient Advocate Office. A discussion paper on determinations of incompetence: Submission of the P.P.A.O. to the Inquiry on Mental Competency. Toronto, Ont: Psychiatric Patient Advocate Office, 1990.

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Competency-based assessments and the DSM-IV-TRTM: Cases and practical applications. Hoboken, N.J: John Wiley & Sons, 2011.

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Competence to consent. Washington, D.C: Georgetown University Press, 1994.

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A, Smyer Michael, Schaie K. Warner 1928- y Kapp Marshall B, eds. Older adults' decision-making and the law. New York: Springer Pub. Co., 1996.

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Capítulos de libros sobre el tema "Disability competency"

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Bisht, Akanksha y Neelu Jyothi Ahuja. "The Development and Implementation of Competency-Based ITS for Learners with Learning Disability". En Advances in Intelligent Systems and Computing, 359–70. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1510-8_35.

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Allen, Rebecca S., Ian McDonough, Amy Albright, Sydnee Erickson, Gaines Brake y Karen L. Salekin. "Assessment and restoration of competency to be executed: Issues related to dementia and cognitive disability." En Forensic geropsychology: Practice essentials., 135–66. Washington: American Psychological Association, 2018. http://dx.doi.org/10.1037/0000082-008.

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Wehmeyer, Michael L., Sung Hyeon Cheon, Youngsun Lee y Matthew Silver. "Self-Determination in Positive Education". En The Palgrave Handbook of Positive Education, 225–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_9.

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AbstractOne of the constructs that has been widely researched in positive psychology is self-determination, which refers generally to acting volitionally, based upon one’s own preferences, interests, and values. This chapter overviews conceptualizations of self-determination in the context of theories of agentic human behaviour, motivational psychology, and disability. Two primary theoretical perspectives on self-determination, Self-Determination Theory and Causal Agency Theory, are discussed, and their relative contributions to understanding the development of self-determination examined. Three education-based interventions that have been derived from these theoretical perspectives are described, as well as the evidence supporting their implementation: an intervention to increase teacher skills and knowledge to be autonomy-supportive; a schoolwide intervention that emphasizes autonomy, competency, and relationships; and a teaching model that enables teachers to teach students to self-regulate problem-solving leading to setting and attaining educational goals. To create schools that benefit all students, we need to focus on promoting student agency, student ownership over learning, and meaningfulness and purpose.
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Beckwith, Ruthie-Marie. "Fighting Forest Fires: The Lost Heritage of Competence and Contribution". En Disability Servitude, 29–42. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137540317_3.

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Griffen, Adriane y Susan Havercamp. "Preparing a Disability-Competent Workforce". En Public Health Perspectives on Disability, 341–66. New York, NY: Springer US, 2020. http://dx.doi.org/10.1007/978-1-0716-0888-3_16.

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Cohen, Douglas, Izabela Z. Schultz, Amir A. Sepehry y Alison M. Stewart. "Assessment of Competence in Older Adults". En Handbooks in Health, Work, and Disability, 433–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03916-5_23.

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Nordenfelt, Lennart. "Ability, Competence and Qualification: Fundamental Concepts in the Philosophy of Disability". En Philosophical Reflections on Disability, 37–54. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2477-0_3.

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Snow, Carrie C. "Beyond Visions of Repair: Evoking a Parlance of Capacity and Competence in Research on Asperger Syndrome and Schooling". En Emerging Perspectives on Disability Studies, 169–88. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137371973_8.

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Ruth Nelson, J., Mei-Chuan Wang y Lilly R. Haagenson. "Inclusive, Culturally Competent Practices for Christian Faith Leaders in Responding to IPV Survivors with Disabilities". En Religion, Disability, and Interpersonal Violence, 179–201. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56901-7_11.

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Harley, Debra A. y Brenda Cartwright. "Marginalized Racial and Ethnic Adults with Disabilities in Rural Communities: The Role of Cultural Competence and Social Justice". En Disability and Vocational Rehabilitation in Rural Settings, 151–68. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64786-9_9.

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Actas de conferencias sobre el tema "Disability competency"

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Reyes-Cruz, Gisela, Joel E. Fischer y Stuart Reeves. "Reframing Disability as Competency: Unpacking Everyday Technology Practices of People with Visual Impairments". En CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376767.

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Kaya, Derya Ozer y Seyda Toprak Celenay. "AB1403-HPR INVESTIGATION OF SPINE POSTURE, MOBILITY AND POSTURAL COMPETENCY IN LOW BACK PAIN PATIENTS WITH MODERATE TO SEVERE DISABILITY: A CASE-CONTROL STUDY". En Annual European Congress of Rheumatology, EULAR 2019, Madrid, 12–15 June 2019. BMJ Publishing Group Ltd and European League Against Rheumatism, 2019. http://dx.doi.org/10.1136/annrheumdis-2019-eular.7324.

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Raudeliūnaitė, Rita y Vida Gudžinskienė. "THE DEVELOPMENT OF COMPETENCES BY SOCIAL WORKERS WORKING WITH YOUNG PEOPLE WITH INTELLECTUAL DISABILITY". En International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0696.

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Sulistiani, Ragil Dewi Ratih y Ishartiwi Ishartiwi. "Case Study of the Obstacles Experienced by Teachers in Developing Entrepreneurship Competence of Students with Physical Disability". En Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.21.

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