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This paper argues that human agency is not simply a function of intrinsic properties about the agent, but that agency instead depends on the ecology that the agent is in. In particular, the paper examines ways thatdisabilities affect agency and shows how, by paying deliberate attention to structuring the social environment around people withdisabilities, we can mitigate some of the agential impact of thosedisabilities. The paper then argues that the impact of one’s social environment (...) on agency isn’t restricted only to those agents that havedisabilities, but also characterizes all human agency. All of our agency is environmentally dependent. (shrink)

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Bullying of people with Special Educational Needs with or withoutdisabilities is a reality, being one of the most affected groups. This study presents the data obtained in a European Erasmus+ project in which 96 young people and adults with SEN/D from four countries participated: Ireland, Spain, Italy, and Portugal. Firstly, a questionnaire was passed to see the general knowledge of these people in relation to bullying. Then a training program was carried out and finally the questionnaire was passed (...) again to see if the data improved. From the data it appears that people with SEN/D lack skills, knowledge, and resources to deal with bullying. After the completion of the training program the data obtained from the questionnaire improved in many respects. Sometimes people with SEN/D are not aware that they are suffering from this type of situation due to lack of knowledge, so it is necessary to continue implementing training programs to help improve this situation. (shrink)

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Many social practices treat citizens with cognitivedisabilities differently from their nondisabled peers. Does John Rawls's theory of justice imply that we have different duties of justice to citizens whenever they are labeled with cognitivedisabilities? Some theorists have claimed that the needs of the cognitively disabled do not raise issues of justice for Rawls. I claim that it is premature to reject Rawlsian contractualism. Rawlsians should regard all citizens as moral persons provided they have the potential for (...) developing the two moral powers. I claim that every citizen requires specific Enabling Conditions to develop and exercise the two moral powers. Structuring basic social institutions to deny some citizens the Enabling Conditions is unjust because it blocks their developmental pathways toward becoming fully cooperating members of society. Hence, we have a duty of justice to provide citizens labeled with cognitivedisabilities with the Enabling Conditions they require until they become fully cooperating members of society. (shrink)

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This paper contrasts the personal experiences of a man with learningdisabilities and autism with staff in two different settings: a long-stay institution for people with learningdisabilities, and the community. These experiences highlight some of the potential personal, professional and ethical conflicts facing staff working in learning disability services.

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This is a discussion of the claim by certain recent philosophers to have established universal human abilities anddisabilities on "logical" grounds, or as a priori necessary. These traits would be independent of empirical conditions, and not of the sort which could be disproved by psychology which, accordingly, would share its field with the a priori philosopher. The author agues, using a series of examples, that these supposed traits do, or could, vary with empirical conditions, and that it is (...) unlikely that in this psychological area there is any good alternative to inductive methods. (shrink)

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ABSTRACTThis study aimed to investigate the association of locus of control with reading and mathematics achievement of high school students withdisabilities using data from the Special Educ...

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Augmentative and alternative communication brain-computer interface systems are intended to offer communication access to people with severe speech and physical impairment without requiring volitional movement. As the field moves toward clinical implementation of AAC-BCI systems, research involving participants with SSPI is essential. Research has demonstrated variability in AAC-BCI system performance across users, and mixed results for comparisons of performance for users with and withoutdisabilities. The aims of this systematic review were to describe study, system, and participant characteristics reported (...) in BCI research, summarize the communication task performance of participants withdisabilities using AAC-BCI systems, and explore any differences in performance for participants with and withoutdisabilities. Electronic databases were searched in May, 2018, and March, 2021, identifying 6065 records, of which 73 met inclusion criteria. Non-experimental study designs were common and sample sizes were typically small, with approximately half of studies involving five or fewer participants withdisabilities. There was considerable variability in participant characteristics, and in how those characteristics were reported. Over 60% of studies reported an average selection accuracy ≤70% for participants withdisabilities in at least one tested condition. However, some studies excluded participants who did not reach a specific system performance criterion, and others did not state whether any participants were excluded based on performance. Twenty-nine studies included participants both with and withoutdisabilities, but few reported statistical analyses comparing performance between the two groups. Results suggest that AAC-BCI systems show promise for supporting communication for people with SSPI, but they remain ineffective for some individuals. The lack of standards in reporting outcome measures makes it difficult to synthesize data across studies. Further research is needed to demonstrate efficacy of AAC-BCI systems for people who experience SSPI of varying etiologies and severity levels, and these individuals should be included in system design and testing. Consensus in terminology and consistent participant, protocol, and performance description will facilitate the exploration of user and system characteristics that positively or negatively affect AAC-BCI use, and support innovations that will make this technology more useful to a broader group of people.Clinical trial registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42018095345, PROSPERO: CRD42018095345. (shrink)

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Drawing on the author’s experience carrying out qualitative research in the field of occupational therapy with people with intellectualdisabilities, this article explores ethical issues inherent in ethnographic and case study research, where study designs can evolve over time. Such qualitative methodologies can enable deep understanding of research topics, but detailed description of methods and of the range of potential experiences participants may have is necessary to ensure that they are fully informed and ethics committees satisfied. Thorough consideration is (...) required of ethical issues related to topic relevance and design, recruitment, collection of data and portrayal of participants in the eventual case report. The article illustrates a way in which research of this type can be explained and justified, including how recruitment can be achieved of participants likely to lack capacity to consent to participation themselves. (shrink)

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This paper will explore the power of history in affecting contemporary caring practice. Drawing on the author's personal experience as a social worker, researcher and parent of a daughter with learningdisabilities, the article will consider the ways in which the experience of (and to an extent, nostalgia for) the ?heady days? of de-institutionalisation continues to influence staff perceptions about their work. In doing so, this article will critique normative notions of choice and control that are at the heart (...) of current moves towards self-directed support and personalised services. The author contends that staff who support people who have learningdisabilities need something with which to compare and validate their practice. In the 1980s the hospitals were easily identifiable as something negative with which practice ?in the community? could be compared. In the twenty-first century the need for a comparator is still there, but the hospitals and many of their associated structures such as Adult Training Centres have gone. The paper argues that the family can be a contemporary structure against which current practice can be measured. (shrink)

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Exploring the dynamics of power: A Foucauldian analysis of care planning in learningdisabilities services This paper draws upon a study completed in 2000 that focused upon health and welfare provision for people with learningdisabilities in one English county. This study drew upon the theoretical insights of Michel Foucault to provide an analysis of the micro politics of care planning. This involved the analysis of text from two sources: the academic literature and interview material gained from a (...) number of professionals working in health and welfare services for people with learningdisabilities. Drawing upon this research material, the first part of this paper briefly explores the relationship between policy, professional practice and the people who are the subjects of that practice. The discussion then moves on to consider Foucault's five methodological precautions and the way power produces a localised web of activity that identifies specific targets for management. In this process power draws into the web a range of informal and formal practices that initially lie outside of the web. The discourse produced through the activity surrounding care planning provides the evidence of this flow of power. This discourse then takes on the status of science (truth), which reproduces this activity. (shrink)

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The purpose of the study is to determine the personal results of students withdisabilities and to identify the necessary conditions for effective work with this category of children in distance learning. The analysis of the results revealed the need for the use of subject-oriented technology in the educational process, which contributes to the formation of the subjective position of students, allowing for the individualization of the educational process, maximally compensating for developmental deficits caused by diseases. As a result, (...) the necessity of organizing purposeful career guidance work with disabled children and educational work with parents was revealed. (shrink)

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The design, implementation, and outcome of game-based learning for learners withdisabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory was conducted to analyse studies about game-based learning for learners withdisabilities. Content analysis of 96 studies reported relevant information with respect to each (...) activity component— subject, technology, object, rules, community, division of labour and outcome. Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions. Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners withdisabilities. (shrink)

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Personalisation is the new mantra in social care; this article focuses on how personalisation can be achieved in practice, by presenting an analysis of data from people with learningdisabilities and their personal assistants, where traditional care relationships have often been shown to be disempowering. The focus here is on the ways in which both parties use references to shared knowledge, joint experiences or personal-life information. These strategies can be used for various social goals, and instances are given where (...) shared references are used during non task-related talk. Both parties are seen on occasion to attempt to refer to shared information, and dense layers of inference can result, which move the interaction onto an ordinary, more symmetrical and friendly footing. The article concludes that shared knowledge referencing creates a way to shift between the personal and the professional, to blur the boundaries, and to create a new and more personalised relationship. (shrink)

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Background: Surveillance technology such as tag and tracking systems and video surveillance could increase the freedom of movement and consequently autonomy of clients in long-term residential care settings, but is also perceived as an intrusion on autonomy including privacy. Objective: To explore how clients in residential care experience surveillance technology in order to assess how surveillance technology might influence autonomy. Setting: Two long-term residential care facilities: a nursing home for people with dementia and a care facility for people with intellectual (...)disabilities. Methods: Ethnographic field study. Ethical considerations: The boards representing clients and relatives/proxies of the clients were informed of the study and gave their written consent. The clients’ assent was sought through a special information leaflet. At any time clients and/or proxy were given the option to withdraw from the study. The research protocol was also reviewed by a medical ethics committee. Findings: Our findings show a pattern of two themes: (1) coping with new spaces which entailed clients: wandering around, getting lost, being triggered, and retreating to new spaces and (2) resisting the surveillance technology measure because clients feel stigmatized, missed the company, and do not like being “watched.” Conclusion: Client experiences of surveillance technology appear to entail a certain ambivalence. This is in part due to the variety in surveillance technology devices, with each device bringing its own connotations and experiences. But it also lies in the devices’ presupposition of an ideal user, which is at odds with the actual user who is inherently vulnerable. Surveillance technology can contribute to the autonomy of clients in long-term care, but only if it is set in a truly person-centered approach. (shrink)

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The Convention on the Rights of Persons withDisabilities is increasingly seen as driving a paradigm shift in mental health law, particularly in relation to the understanding that it requires a shift from substituted to supported decisions. This article identifies two competing moral commitments implied by this shift, both of which appeal to the notion of autonomy. It is argued that because of these commitments the Convention is in tension with more general calls in the medical ethics literature for (...) preserving patient autonomy through support. The competing commitments within the Convention also present a particular challenge in putting the support it requires into practice. A discursive control account of freedom is used to develop some practical guidelines for navigating this new moral territory. (shrink)

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This paper discusses three cultural narratives that threaten the health of people with intellectual/developmentaldisabilities (IDD) and which have become more evident during the COVID-19 pandemic. These meta-narratives are the medical model of health/disability; the population health approach to health inequalities; and policies premised on the assumption of the importance of national economic growth as an incentive for reducing health inequalities. Evidence exists that health research is more likely to become policy if it fits within a medical model and (...) addresses national economic growth. These two criteria are particularly problematic for people who have IDD. The paper also proposes a research model to facilitate the inclusion of IDD related issues in future policy regarding health inequalities. (shrink)

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With an eye ultimately to answering the question of how business can alleviate poverty completely, the paper examines existing arguments about the approach of business to poverty reduction with the case of people withdisabilities living in poverty in Vietnam. The paper suggests that business should take the knowledge and potential of poor people into consideration in its interfaces with different types of poor people: consumers, workers, property owners, etc. Furthermore, investigating how business can help reduce poverty while still (...) earning a profit and ensuring customer satisfaction limits research on business approach to poverty, since it assumes that business will have some “not-for-profit” purposes. The findings point out that businesses with “not-for-profit” purposes serve as a promising area for further exploration and research of business approach to poverty alleviation. (shrink)

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Despite the 1970s middle-class feminist dream that women could have it all—families characterized by equitable distributions of household labor and interesting careers—the decades since have told a different story. In the U.S. context of a neoliberal labor market and privatized systems of family care, mothers still struggle to negotiate the conflicting demands of family and employment, particularly when caring for children withdisabilities. Though an extensive literature examines labor market participation for mothers of children withdisabilities, few scholars (...) have examined the emotional impact of their altered career plans. Drawing from a sample of 40 single- and two-parent families, the author examines mothers’ accounts of care for children withdisabilities, focusing on their emotional experiences of their changed employment trajectories. (shrink)

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The human sensory system is continuously engaged in experiencing and interpreting every interaction with other living beings, objects, and the environment. The purpose of this article is to describe the impact limited opportunities for rich sensory experiences have on students with severedisabilities in two middle school classrooms situated in a public separate school in the southeastern USA. The study employed a postcritical ethnographic approach and grounded theory thematic analysis of fieldnotes gathered over a two-year period. Three major themes (...) supported by the data are presented and discussed in depth. They are: students are afforded limited sensory rich experiences, everyday routines make students passive recipients to school, and instructional approaches result in little interaction with extended periods of waiting. The implications of the findings for improved sensory experiences and possible future directions are described. (shrink)

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In this essay, I provide some insights on how to instruct students with learningdisabilities. The first half of this essay deals with the theoretical issue of equal opportunity. I begin by examining the question of access and consider the various ways philosophy remains inaccessible to students with learningdisabilities. Then, I use the legal definition of accommodation to argue that it is possible to make philosophy courses accessible to students with learningdisabilities without fundamentally altering the (...) nature of these courses. Finally, I point out several reasons for preferring the accessibility model of equal opportunity in education over the accommodation model. The second half of this essay proceeds to highlight several pedagogical practices an instructor can employ to create an inclusive college-level philosophy course under the accessibility model. Specifically, I provide recommendations for how to write effective accessibility statements, develop inclusive course design, ensure equal assessment opportunities, utilize technology in the classroom, and maintain strong academic relationships between instructors and students. (shrink)

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Learningdisabilities are highly prevalent on college campuses, yet students with learningdisabilities graduate at lower rates than those withoutdisabilities. Academic and psychosocial supports are essential for overcoming challenges and for improving postsecondary educational opportunities for students with learningdisabilities. A holistic, multi-level model of campus-based supports was established to facilitate culture and practice changes at the institutional level, while concurrently bolstering mentors’ abilities to provide learning disability-knowledgeable support, and simultaneously creating opportunities for students’ personal (...) and interpersonal development. Mixed methods were used to investigate implementation of coordinated personal, interpersonal, and institutional level supports for undergraduate science, technology, engineering, and math (STEM) students with learningdisabilities. A one-group pre-test post-test strategy was used to examine undergraduate outcomes. Participants included 52 STEM undergraduates with learningdisabilities, 57 STEM graduate student mentors, 34 STEM faculty mentors, and 34 university administrators and personnel as members of a university-wide council. Enrolled for two years, undergraduates were engaged in group meetings involving psychoeducation and reflective discussions, development of self-advocacy projects, and individual mentorship. Undergraduates reported improved self efficacy (p =.001), campus connection (p<.001), professional development (p ≤.002), and self advocacy (p<.001) after two academic years. Graduate student mentors increased their understanding about learningdisabilities and used their understanding to support both their mentees and other students they worked with. Council members identified and created opportunities for delivering learning disability-related trainings to faculty, mentors and advisors on campus, and for enhancing coordination of student services related to learning and related disorders. Disability-focused activities became integrated in broader campus activities regarding diversity. This research explicates a role that college campuses can play in fostering the wellbeing and the academic and career development of its students with developmental learning and related disorders. It offers an empirically tested campus-based model that is multilevel, holistic, and strengths-based for supporting positive outcomes of young people with learningdisabilities in STEM. Moreover, findings advance the knowledge of supports and skills that are important for self-regulating and navigating complex and multi-faceted disability-related challenges within both the post-secondary educational environment and the young adults’ sociocultural context. (shrink)

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The purpose of the present study was to predict and explain the academic cheating behaviors of elementary school students with learningdisabilities (LD) by applying the cusp catastrophe model. Participants were 32 students with identified LD from state governmental agencies although all both them and the typical students participated in the experimental manipulation (N = 480). Academic cheating was assessed using an empirical paradigm where true achievement was subtracted from achievement in a test without proper invigilation. Data analysis supported (...) the proposed cusp catastrophe models, where mastery-related motives acted as asymmetry and performance goals as bifurcation variables respectively. These findings were confirmed with application of the interactive goal hypothesis (Barron & Harackiewicz, 2001), where the interactive approach and avoidance performance goal term functioned as a splitting factor in the relationship between adaptive motivation and performance. (shrink)

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In ‘Nothing to Be Ashamed of: Sex Robots for Older Adults withDisabilities,’1 I make the case that the unwanted absence of sex from a person’s life represents not just a loss of physical pleasure, but a loss of dignity. Since people aged 65 and over suffer disproportionately fromdisabilities that impair sexual functioning, I focus on this population. Drawing on an analysis of dignity developed at greater length elsewhere,2 I argue that sex robots can help older adults (...) withdisabilities and that societies ought to take reasonable steps to make them available to this population. Unlike other assistive technologies, robots invite human-robot relationships and can form close connections with older adults.3 In response to the proposal, four commentators have introduced objections that I address below. Sorell4 argues that people who are young and able-bodied may wish for sex in their lives too and its absence may be a bigger concern for them than for older people. In reply, while my focus is older adults withdisabilities that impair sexual function, I also acknowledge that loss of sexual function can occur at any age as can the absence of a …. (shrink)

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Leibovich et al. challenge the prevailing view that non-symbolic number sense is innate, that detection of numerosity is distinct from detection of continuous magnitude. In the present commentary, the authors' viewpoint is discussed in light of the integrative theory of numerical development along with implications for understanding mathematicsdisabilities.

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Thomas & Karmiloff-Smith (T&K-S) raise an issue of considerable theoretical importance: Are developmental disorders like cases of adult brain damage? However, a related question: Are developmentaldisabilities the same in children and adults? is rarely addressed. Failure to consider the cumulative and differing effects of aberrant development across the life span confounds the current literature on both developmental dyslexia and Specific Language Impairment.

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People with cognitivedisabilities are equal citizens, and law ought to show respect for them as full equals. To do so, law must provide such people with equal entitlements to medical care, housing, and other economic needs. But law must also go further, providing people withdisabilities truly equal access to education, even when that is costly and involves considerable change in current methods of instruction. The central theme of this essay is what is required in order to (...) give such people political and civil rights on a basis of genuine equality. (shrink)

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Is it self-evident that every Kenyan adult citizen should have the right to vote at national and civic elections or referenda? This is not always the case: certain segments of the population are expressly or implicitly excluded by law or practice from the franchise. This paper suggests that the concept of unsoundness of mind should no longer be the basis for excluding persons withdisabilities generally, and those with intellectualdisabilities in particular, from voting. It traces provisions in (...) law that disenfranchise persons adjudged to be of unsound mind; and provides interpretation using national law as well as international human rights norms to infer that general or automatic disenfranchisement is a human rights violation. It concludes that Kenya’s electoral authorities must ensure that neither their policies nor the practices of their officials disenfranchise some Kenyan adults from voting by equating such persons’ mental illness or intellectualdisabilities with “unsoundness of mind”. (shrink)

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A feminist ethics that bases morality on dependence or vulnerability challenges the moral priority of uniform over disparate treatment. Persons withdisabilities resist equality's homogenization of moral personhood. But displacing equality in favor of caring or trust reprises the repression of those already marginalized. The ethics of difference proves an ineffective remedy for the negative consequences attendant on how historically marginalized groups are different. An historicized conception of equality resolves the dilemma.

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Bien que l’agenda international ait souligné la nécessité de diversifier le personnel enseignant, les recherches portant sur les étudiants en situation de handicap en formation initiale d’enseignant sont assez rares. Pourtant, la formation des enseignants est confrontée à un véritable dilemme: l’obligation de proposer des aménagements raisonnables tout en respectant un parcours de formation qui soit conforme aux standards de la profession (“dilemme de la compétence professionnelle”). Cet article propose une revue systématique concernant (1) les principales questions liées aux étudiants (...) en situation de handicap dans le cadre de la formation initiale et (2) les différentes formes que revêt le “dilemme de la compétence professionnelle” au sein du programme. Vingt études empiriques, publiées entre 1990 et 2018, ont été incluses. Sept domaines thématiques et trois formes de dilemme (institutionnel, personnel et culturel) sont ressortis des analyses. Les principales conclusions montrent que le parcours personnel des étudiants en situation de handicap dans le domaine de la formation initiale est difficile et complexe. Bien qu’elles révèlent le rôle crucial du “dilemme de la compétence professionnelle,” elles montrent aussi la nécessité de le redéfinir en tenant compte du rôle actif joué par les étudiants en situation de handicap dans l’adoption de stratégies d’adaptation, au-delà des aménagements raisonnables obtenus. La possibilité d’une pluralité de profils de compétences dépassant l’idée stricte d’un profil uniforme est également discutée. (shrink)

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Entrepreneurship has undoubted social value as it contributes to socio-economic development of the context where entrepreneurship takes place. When the entrepreneurial activity is undertaken among especially vulnerable groups in the labor market, the multiplying effect of this value is made explicit in society, in general, and in the collective of people withdisabilities, in particular. The objective of this research study is to explore under which conditions this happens through the analysis not only of the relationship between the competencies (...) that PWDs attribute to themselves and their development of the entrepreneurial activity but also of that between entrepreneurship and certain conditions that potentially create value by increasing the autonomy among this collective. A quantitative methodology based on the analysis of the survey carried out on a sample of 224 entrepreneurs with physical, sensory, or organicdisabilities throughout Spain has been used. According to the results, entrepreneurs withdisabilities have a higher self-evaluation competency. Furthermore, significant results concerning the link between the form of autonomous cohabitation of this collective and entrepreneurship have been obtained. (shrink)

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L’emploi est au cœur du bien-être d’un individu. Les attentes liées au travail des personnes ayant une déficience intellectuelle ont été comparées à celles des coordonnateurs de services. Les variables comprenaient le type de travail attendu, le nombre d’heures de travail prévu, les préoccupations liées à l’emploi, les mesures de soutien souhaitées sur le lieu de travail et l’influence de la gravité de la déficience intellectuelle et de l’expérience de travail du coordonnateur de services sur les attentes en matière de (...) travail. Les données ont été recueillies auprès de 46 personnes ayant une déficience intellectuelle par le biais d’entretiens et de 46 coordonnateurs au moyen d’un sondage en ligne. Les résultats indiquaient des attentes professionnelles positives globales. Le travail le plus courant attendu était le service et le commerce. L’emploi concurrentiel était attendu plus fréquemment que les ateliers protégés. Alors que les attentes des coordonnateurs de services et des personnes ayant une déficience intellectuelle légère étaient étroitement alignées, il existait une distinction plus grande entre les attentes des coordonnateurs et celles ayant une déficience intellectuelle modérée ou grave. Ces résultats ont des implications importantes pour faciliter le placement des adultes ayant une déficience intellectuelle. (shrink)

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This paper investigates one aspect of corporate social responsibility, incorporating diversity, especially the employment of people withdisabilities in Japan. Where literature on incorporating diversity through the inclusion of minorities in Japan is concerned, a reasonable number exists that focus on gender and women managers. In contrast, very scant literature (in English) exists on the employment of people withdisabilities in Japan. This paper will try to fill the gap.

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The World Health Organization has in the last decade identified mental health as a priority for global health promotion and international development, to be targeted through promulgation of evidence-based medical practices, health systems reform, and respect for human rights. Yet these overlapping strategies are marked by tensions as the historical primacy of expert-led initiatives is increasingly subject to challenge by new social movements — in particular, disabled persons’ organizations. These tensions come into focus upon situating the WHO’s contributions to the (...) analysis of global mental health in light of the negotiation and early stages of implementation of the Convention on the Rights of Persons withDisabilities, particularly as it applies to persons with mentaldisabilities. (shrink)

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A. Klimczuk, Book review: A. Rimmerman, "Social Inclusion of People withDisabilities: National and International Perspectives", New York: Cambridge University Press, 2013, "Human Rights Review" Vol. 16, Iss. 4 2015, pp. 397-399.

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People withdisabilities are often denied equal access to organ transplantation despite long‐standing federal nondiscrimination mandates. Under the Americans withDisabilities Act and the Rehabilitation Act, people cannot be excluded from consideration for organ transplantation because of disability itself, or because of stereotypes or assumptions about the value or quality of life with a disability. Instead, decisions concerning whether an individual is a candidate for organ transplantation should be based on an individualized assessment of the patient and on (...) objective medical evidence. Recent legal developments underscore these basic guarantees and signal a new focus on the policies, practices, and attitudes that continue to compromise equal access to life‐saving organ transplants for people withdisabilities. (shrink)

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Enhancing the quality of learning opportunities for students withdisabilities and the learning level attained is a pending challenge. This challenge is especially relevant in the context of special schools, where the learning possibilities derived from interactions with others is limited. However, providing these students with a sufficient level of instrumental learning, such as literacy, and communicative and reasoning abilities is crucial for their subsequent educational and social opportunities. In this case study we analyse a special school that has (...) implemented Dialogic Literary Gatherings with their students as a means to increase learning interactions within the group around the reading and debate of classical books. Semi-structured interviews were conducted with the school principal and with a teacher of the transition to adult life course, and two focus groups were conducted with teachers–one with primary education teachers and one with secondary education teachers–and two focus groups with students–one with primary education students and one secondary education and transition to adult life students–. On the one hand, results show the characteristics of the Dialogic Literary Gatherings that allowed these students to participate and learn. On the other hand, several improvements have been observed. First, regarding instrumental learning, students increased their motivation for reading, and improved their communicative and reasoning abilities and in their reading proficiency. Second, regarding students' behavior, conflict has reduced, solidarity attitudes have increased, and they have acquired dialogic and argumentative habits. Finally, at the emotional level, they gained self-esteem and confidence and feel more empowered to make their voice heard. (shrink)

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Cost effectiveness analysis is a tool for evaluating the aggregate benefits of medical treatments, health care services, and public health programs. Its opponents often claim that its use leads to unfair discrimination against people withdisabilities. My aim in this paper is to clarify the conditions under which this might be so. I present some ways in which the use of cost effectiveness analysis can lead to discrimination and suggest why these forms of discrimination may be unfair. I also (...) discuss some proposals for avoiding discrimination without rejecting cost effectiveness analysis altogether. I argue that none of these proposals is ultimately convincing. I describe a different approach to the problem and conclude by answering the question in the title. (shrink)

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This article aims to explore the attitudes and behaviors of persons with intellectual and developmentaldisabilities (IDD) related to their information privacy when using information technology (IT). Six persons with IDD were recruited to participate to a series of 3 semistructured focus groups. Data were analyzed following a hybrid thematic analysis approach. Only 2 participants reported using IT every day. However, they all perceived IT use benefits, such as an increased autonomy. Participants demonstrated awareness of privacy concerns, but not (...) in situations involving the use of technology; their awareness is not transferred to the abstract context of IT use. Privacy breaches were revealed to be a major risk for persons with IDD, who did not seem to understand how their personal information was used. Most protection mechanisms and tools reported were those suggested and implemented by caregivers and close relatives who had a great influence on the participants’ attitudes and behaviors toward IT and privacy. Our findings suggest that when using IT, persons with IDD often experience the consequences of a trade-off between autonomy and privacy. Further research and action is needed to support persons with IDD to understand and balance the benefits of IT use and the inherent threats to information privacy. (shrink)

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Teachers’ positive attitudes are an essential element for the successful inclusion of students who havedisabilities in schools with their peers who do not havedisabilities. The current quantitative study examines middle school teachers’ attitudes toward the inclusion of students withdisabilities in regular schools in Saudi Arabia and the factors that affect their attitudes. Middle school teachers from schools in Riyadh responded to a questionnaire regarding their opinions relative to the integration of students withdisabilities. (...) The results indicate that middle school teachers have a neutral attitude toward the inclusion of students withdisabilities in regular schools. Moreover, teacher-related factors such as gender, position, and experience do not affect teacher attitudes toward inclusion. In contrast, training in inclusion plays a significant role in middle school teachers’ attitudes toward inclusion of students withdisabilities. The implications of the results and suggestions for further research are discussed in the study. (shrink)

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This research study aimed to explore the relationship between language functioning, cognitive decline, and functional independence in elderly individuals withdisabilities. A cross-sectional research design was employed, and data were collected from a sample of 120 elderly participants. Language functioning was assessed using the Boston Diagnostic Aphasia Examination (BDAE), cognitive decline was measured using the Mini-Mental State Examination (MMSE), and functional independence was evaluated using the Activities of Daily Living (ADL) scale. Correlation analyses were conducted to examine the associations (...) between these variables. The results revealed a significant negative correlation between language functioning and cognitive decline (r = -0.45**, p< 0.01), indicating that language impairments often co-occur with declines in other cognitive domains. A significant positive correlation was observed between language functioning and functional independence (r = 0.60**, p< 0.01), highlighting the importance of effective communication in maintaining autonomy in daily living activities. Additionally, a significant negative correlation between cognitive decline and functional independence (r = -0.55**, p< 0.01) indicated that individuals with greater cognitive decline may experience challenges in performing daily tasks independently. These findings emphasize the need for comprehensive assessments and targeted interventions to support language functioning, cognitive health, and functional independence in elderly individuals withdisabilities. (shrink)

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Reading difficulties that are not addressed at the primary level continue to exist at the secondary level with serious consequences. Thus, it is important to provide struggling students with specific reading support. In particular, many students with learningdisabilities and emotional behavioral disorders demonstrate reading obstacles and are at risk for motivation loss. A multiple baseline design was used to evaluate the effects of a motivational reading racetrack as peer-tutoring on the word reading skills of secondary students with LD (...) with and without EBD. The intervention was conducted through 4–5 baseline and 16–18 reading units three times a week for 15 min over 8 weeks. The results showed positive effects indicating a highly effective treatment. In addition, follow-up results were also promising. Our findings indicate that this multicomponent intervention has a positive effect on the word fluidity of low-achieving students in secondary education with LD and/or EBD. (shrink)

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What are the main learning difficulties or advantages encountered by students with learningdisabilities within e-environments? As a result of the Covid-19 emergency, e-learning is being increasingly used to support students’ learning processes. A number of countries closed their schools altogether, so face-to-face lessons were and have been replaced by distance lessons. A search of current literature via Scopus, Eric and Google Scholar electronic databases was conducted according to Prisma Guidelines. Other sources of literature were also considered, starting from (...) the references in the full text of the articles consulted. We used the following search keywords: “LDs” combined with the “AND/OR” Boolean operator and “e-learning platforms,” “well-being,” “psychological factors,” “emotional distress,” and “self-regulation.” One body of literature highlights the lack of inclusive accessibility standards and a lack of attention to specific tools for addressing LDs, which causes students to develop high levels of stress/anxiety and emotional distress, in addition to low levels of well-being, self-esteem and self-efficacy. Another area of literature looks at how students can develop high levels of self-regulation and emotional awareness, as well as high levels of inclusion. Results are discussed in terms of the promotion of e-learning that focuses on the psychological well-being of students and teachers use of technological tools. (shrink)

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ABSTRACT Amartya Sen’s capability approach is often used in disability research as a normative framework for describing and evaluating the well-being of people withdisabilities. Nevertheless, recently, the possibility of going beyond description to the use of the capability approach as an explanatory tool has been raised. However, to allow the use of the capability approach in this way requires grounding it in an appropriate research paradigm. In this paper, critical realism is adopted for this purpose. It is argued (...) that critical realism can provide the ontology needed to justify finding explanations for the way that people withdisabilities achieve their valued capabilities. The assumption here is that there are real, emergent structures and mechanisms that underlie empirical capabilities; and that these structures and mechanisms are related to people’s agency, as described by critical realism’s conception of the relationship between structure and agency. (shrink)

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This exploratory study examines secondary history teachers' views and attitudes towards the inclusion of students withdisabilities in the secondary history classroom. The researchers interviewed twelve teachers, asking questions addressing: general background information of participants, teachers' instructional approaches and curriculum development, teachers' views about students withdisabilities and inclusion, adaptations made for students withdisabilities, and contextual supports available for teachers. Four major themes emerged from the interview data: teachers' instructional approaches and curriculum development, adaptations for students (...) withdisabilities, teacher views towards students withdisabilities, and contextual support available for general education teachers. Teachers viewed history instruction, curriculum, and assessment as standard for all children, regardless of ability level. Teachers made very superficial changes to assignments rather than truly “adapting” assignments or instructional approaches. Several teachers expressed hostility towards the concept of inclusion and argued that students with learning difficulties should not be in the mainstream content-area classroom. The interview data revealed the lack of preparation of history teachers for teaching students withdisabilities. Finally, the issue of contextual support arose in the interview data. Implications for social studies education are discussed. (shrink)

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