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Disability Studies - Science topic

Explore the latest questions and answers in Disability Studies, and find Disability Studies experts.
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Dear Global Research Community,
The issue of ,Race' and Blackness has been invisible in Eurocentric Disability Studies as Postcolonial, Migration and Black Studies more broadly have been accused of neglecting the issue of Disability in their critical analysis of power and racial discrimination.
Do you think black feminist and intersectional disability frameworks could fill this gap in critical examination of the colonial dynamics of power and knowledge?
Thank you so much in advance for your critical thoughts!
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Have you checked the respective papers:
Black feminist disability frameworks have already been suggested and developed, e.g.:
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My current research on learning citizenship through social studies in Zimbabwe shows that disability issues are largely excluded. Learners with disabilities do not take social studies. Rather, they are made to take basic mathematics and reading only, as if citizenship is a subject they do not need.  Suggestions on links with other researchers interested on inclusive education and citizenship are welcome.
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Thank you Dr. Aref Wazwaz for you answer.
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I'm also looking for valid subjective tools that could help gather information about the Quality of Life in adults with severe and/or profound intellectual disabilities.
Thank you all in advance!
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Thank you all for your answers!
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I am teaching a class on the ethics of conducting research that includes individuals with intellectual and developmental disabilities as study participants.
I have never participated in such a study and am interested in obtaining both the study protocol and informed consent documents to use as a discussion point for the class.
I have tried looking on line and have found literature presenting the results of study. I tried reaching out to the authors of papers to see if they would be willing to talk to me and supply me with a copy of their study protocol and informed consent form but have not received any replies.
The class is scheduled for Tuesday, 12 November 2019. I would appreciate any assistance that members can provide.
Thank you in advance for your assistance and support.
Pam Manning
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Pamela Manning I have conducted research with my daughter for many years. Sofie Daae Kversøy has a profile here on ResearchGate. Sofie has a severe intellectual disability. We have conducted research together with me as a facilitator and Sofie as the explorer and developer. You can see pour first joint article here: http://www.iaclp.org/yahoo_site_admin/assets/docs/5_Kjartan.13104701.pdf
In connection with this research I made a thorough inquiry with NSD - Norwegian Centre for Research Data. My challenge was the ethics challenge in research like this. Special challenges: I am her father, she has a severe intellectual disability, she was only 12 years old at the time of writing the article, I wanted her presented with full name since she had done most of the actual exploration and development and I felt she needed credit for being an important co-researcher in the project. Sofie started participating in this project at age 5.
Parents can give consent to children with intellectual disabilities participating in research. With people with ID over age 18 you need to find out if the person with intellectual disability is legally allowed to give consent themselves or if they have a person that needs to be asked to help them with this. People with intellectual disabilities should have the same possibilities to participate in research and be co-researchers.
From an ethics perspective (I am a philosopher with special knowledge in ethics): I think the intentions are important. Do you do this research with the intent that it should be beneficial for the people involved? Is there strong transparency in the project? Is the project understandable (recognizable) for the people involved? The value of knowledge creation can be understood as (Kurt Lewin): Research that gives the participants a better mastering of the situation they are in and research that also gives the participants a better mastering of the relations they are in.
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Which validated self-administerede questionnaires could you recommend to measure psychosocial functioning among veterans seeking treatment by a psychologist? The questionnaire should be able to examine and detect the effect of treatment on psychosocial functioning e.g. among clients with severe PTSD where the symptom severity does not diminish although it is obvious that the clients improve in their contact to their spouse, children, friends and family - and are able to participate in social activities. The assessment is meant to be before treatment initiation and after treatment termination (after e.g. 10/20 times)? I am aware of WHODAS 2.0, recommend by WHO, however I do not find that it suits younger clinets (WHODAS also includes questions about mobility). I do hope you have some suggestings.
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What kind of self-administered questionnaire are there: https://adaa.org/screening-posttraumatic-stress-disorder-ptsd
PTSD scale can be downloaded from the link. You can use BDI, BAI and other available scales. here is my paper you can get an idea from:
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For examples Dohsa-hou is a Japanese rehabilitation program which has been used for years in special education and rehabilitation sectores.
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yes. go to
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I am looking for theoretical possibilities that enables explorations of how to promote valued understandings of disability as employees.
Currently I am exploring whether posthuman accounts might be an productive starting point. For instance professor of disability studies Goodley (2014) draws on posthuman thinker Braidotti and argues that the fast-changing field of disability studies resembles the posthuman predicament. The posthuman era is characterized by entangled connections of nature, society, technology, medicine, biopower and culture. It is argued that disability studies and posthumanity may draw from each other - disability raises important questions of value in the 21st Century of posthuman condition.
Some other ideas? References?
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Our take on this "what happens after constantly having been attached to ventilator for 50 years?" :
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Thanks.
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Here you are although you asked the question 4 years ago:)
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Currently i.m working on psychological effects of working with children with disabilities. I have chosen teachers from special schools as my respondents but its not clear what tools or techniques i will use. Kindly help me.
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May be our paper gives you some ideas:
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Hello Drs:t
hoping this msg finds you well
In fact I would be grateful if you, Dr., guide me how to fien vector map, especially Tol2.
thanks a lot
Yours sicnerely
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Thanks alot
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The disabled persons may be elderly persons with physical or mental impairment that substantially limits one or more major life activities.
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thank you Joby Titus sir..useful information
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I'm looking for evidence based risk assessment tools for use with children and young people as part of a piece of work with looked after children (children in care).  this is part of a development in a mental health service for children looked after.  any suggestions welcome!
thanks
Duncan
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You should see the work of Prof, .Shalhevet Attar-Schwartz from Israel.
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My dear friends,
I want to compare the value of the two integrals to obtain an important proposition of my project. Please see attachment! I have thought about this for a long time, but I haven't figured out how to compare them. So I reach out to seek for your help. If you have any ideas about this, please don't hesitate to contact me!
Thank you very much!
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To be exact, you could ask a statistician to assist you, it quite difficult for me to explain it here. 
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I live in the US and am interested in transitional services for youth who transition out of the public programs at age 21.
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Our team includes persons on the autism spectrum who have an intellectual disability in our research activities; however, not all persons on the autism spectrum have an intellectual disability. 
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Is it a set of ideas and related events?
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In short, scenario in urban planning is a vision one would like to accomplish over time, for which one needs plans. For different visions we need different plans.
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I request the experts to provide me with some references or texts related to the topic "the size and composition of productive vocabulary of the special population". I wish to study the lexical organization and the impairment in the same due to mental retardation.
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My request to you is to provide the text in English if your work is about lexical organization even in Typically Developing (TD) population.
Thank you
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Need some literature
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Disability Studies Quarterly offers open access articles on a variety of issues: http://dsq-sds.org/
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There is a lot of resarch being done on technology enhanced education, e-learning, new technologies for schools or higher education. Also, alot of research in rehabilitation studies or AAC or AAL is carried out on technologies to support handicapped people/ people with disabilities.  It seems that these fields are not yet connected. I find it hard to find literature on issues such as Technology Design for handicapped people, e-learning for handicapped people etc. Can you help? I am interested in exchanging ideas.
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Thank you very much for raising this valuable and inspiring question that also has attracted my research attention recently. Digital literacy has not yet been fully recognized as field for inclusion and special education. For an evidence-based and data driven inclusion to be achieved, intelligent learning and behaviour  assessments and adaptive intervention systems are needed at schools. I am greatly looking forward to discuss the opportunities for such a research endeavour. Best regards, morena
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I am conducting a mixed-method research on the sexual health of people with physical disabilities, and I wanted to address some questions regarding the "disableism" or social discrimination regarding the sexuality of disabled people. I am wondering if there is any survey on sexual discrimination that focuses on issues regarding disabled people? Thank you in advance.
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The Center for Relationships and and Sexual education may have one. Here is their website. 
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Is there a framework that could be referred to design a curriculum for children with severe disabilities?
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I was wandering if anyone has any advice on the use of effort tests with an individual being assessed (using the WAIS-IV) for an intellectual disability.
Thanks
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Hi Tom,
the Test of Memory Malingering (TOMM) might be worth checking out.  It's a 50 question verbal recognition test that's been shown to have sensitivity to malingering but robust enough to use with cognitive impairment (and as I understanding it, intellectual disability population).  Have a look and see what you think.
Good luck,
Tamily
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I'm trying to simulate walking speed and I need to have an idea that how walking speed is changing over very short period of time (e.g., 0.02,0.1,0.2, and 0.5 sec). I know that average normal walking speed would be something around 0.5 to 1.5 m/s. I just want to know how the speed is fluctuating. In other words, I need to know what is the maximum possible acceleration/deceleration over a short time period. Suggestions are appreciated.
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Most data I've seen is related to people's acceleration rates in specific situations. For example T. Korhonen collected data on pedestrian flow characteristics and observed that the acceleration distribution "bear a resemblance" to a normal distribution with an average of 0.68 m/s2 with a maximum of  1.44 m/s2
In many models the acceleration parameter is calibrated to achieve a certain flow rate characteristic. I've seen ranges like 0.5 to 1.1 seconds for agents to achieve their maximum velocity.
A 2016 paper by Peng Lin et al., see link below, does discuss acceleration in FDS+Evac and Usain Bolt's maximum acceleration which they quote as 3.09m/s2
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I want to learn about a disabled how many meters can be walk or cant be walk? And type of disability how effect this? Is there any index for disability accessibility?
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What is the value of IQ (Intelligence Quotience) indicating loss of autonomy in base living activities, like in preparing the food or in drug administration?
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A serious mental definciency (with QI less than 15-20) usually indicates loss of autonomy in activities of daily living.
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My main research question is: Are social policies and services regarding people with disabilities in PNG developing in ways to serve the community there?
These are some of the related questions I am asking.
What are the social policies that exists in PNG on disabilities?
 What the factors (barriers and enablers) influencing social policies on disabilities?
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You may use the UN Declaration on the Rights of Disabled Persons as a starting point of comparison and drafting the ideas for research. It is also worth to understand what type of policy analysis should be used - retrospective (what had been already done) or perspective (what should be done, what alternatives may work in the given context).
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Dears,
I am doing a research on teaching social skills for studies with disabilities, and I have been advised and recommended to used Bourdieu's theories as a theoretical framework. 
I have been reading some of his paper and others on Habitus, Capitals, Field, Doxa, and Reflexivity. However, I could not see a clear implication of his theories on disabilities studies except that he mentioned social inequality and social injustice. The only connection that I was able to make is that people with disabilities have not been supported to fulfill their needs. Reflexivity might be also helpful in terms of taking participants' perspective as part of the research. 
It still unclear whether there is a method that he is proposed rather than the ethnographic research. Does anyone see any connection? Also, how can his work be implemented as a theoretical framework in a disability research?
I think I still have not get the right picture of Bourdieu's theories; and therefore, Your ideas and clarification would be helpful and useful and it would be very appreciated. 
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I am very interested in the academic transition of students with disabilities
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Dear Nicholas and Enrico, thank you for your referencies.
Best reguasrds
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 newly established Protection Division should be  responsible for the mainstreaming of protection, gender and disability in your programmes in an integrated fashion to strengthen  approach to protection in line with the new Medium Term Strategy (2016-21). As part of the efforts to mainstream disability, guidelines on disability inclusion have been developed, updating the previous Disability Toolkit developed in 2013, to create a consistent  understanding of disability in theory and in practice.
2. The first phase of roll-out of the guidelines is planned through workshops in  this year to field test the contents and receive comments from staff working on disability issues.
3. Following discussions and feedback from the workshops. The disability awareness sections of the guidelines will also be made available as a training module to support  staff engaged in raising awareness on disability as part of mainstreaming work.
4. This guidance note provides an overview of planning and implementing these workshops. While a standardised approach is proposed this can be adapted to the specific needs .
Objectives
5. The overall objective of the  disability workshops is to create a consistent understanding of disability in both conceptual and operational terms.
Specifically, the workshops will:
• Familiarise the participants with the international human rights framework on disability and key aspects of  Disability Policy;
• Establish a common understanding of disability particularly how disability arises from the interaction of barriers with persons with impairments;
• Elicit agreement on ‘person with disability’ for  services and data collection purposes;
• Provide an overview of disability mainstreaming, disability inclusive development and considerations in project/programme cycle management .
• Outline the importance of using appropriate language and terminology around disability(disability priorities for 2016) .
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Hi Usama,
Not sure exactly what you are looking for but I have attached a couple of articles which may or may not be of use.  
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I am working cross-culturally with Cambodian clients.
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You may need to have it translated, but you could consider using the M-CHAT. It is a free Autism screening tool for children 16-30 months old. It has a high false positive rate to make sure kids don't fall through the cracks (to make sure they then receive a comprehensive evaluation). It's available at: https://m-chat.org/print.php
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I would be interested in any studies that have looked at agreement between parent/caregiver rating and self report ratings of social or physical competence for participants with Intellectual Disability. Anything you know of with child or adult participants would be very helpful.
Thanks, Rosie
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Hi Rosie
This might be slightly off topic, but we recently conducted a study examining client, carer, and clinical psychologists' perceptions of barriers and facilitators to therapeutic change within an intellectual disability setting. Although our study did not look at quantitative consensus in relation to social competency, etc., the paper may be useful background reading for highlighting aspects of convergence and divergence between individuals with an ID, their carers, and the professionals involved with them.
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does universal design accommodate all needs for people with disabilities
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As with other comments, universal design is not disability design per se. It should accommodate people from birth to death and all the different events,( physical, social, emotional, cognitive) that can happen to people either from birth or during their lives. UD is about all design, not just the built environment. The Engineering Design Centre at the University of Cambridge (UK) has done a lot of work on product development. The European organisation AAATE talks of UD and assistive technology as being on a continuum. At one end designs of generic things cater for most situations and people and at the other end is specialised designs and technology to suit individuals. What is often required is a mix of both. Classic example is that a ramp cannot make a person walk, but a ramp facilitates access on the ramp. Conversely, a wheelchair can make a person mobile, but not if the only access is a flight of stairs to negotiate. You need the ramp and the wheelchair.
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In India Persons with disability Act provide 3% reservation for the persons with disability in employment. I want to know about the similar provisions in other countries.
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Hi,
You might find these useful:
1.       Francis Johen Ak Adam, “ Accelerate the Ratification & Implementation of the CRPD & Harmonisation of National Legislation with Convention”
Incheon Strategy for implementing the new Decade, and to “Make The Right Real” for PWDs in Asia and Pacific. 10 year (2013 – 2022) strategy to realise a disability-inclusive society
2.       CHAPTER IV, HUMAN RIGHTS, 15 . Convention on the Rights of Persons with Disabilities
New York, 13 December 2006
3.       Human Rights Commission of Malaysia
4.       Making Rights a Reality
5.       Malaysia had passed the Persons with Disabilities Act (Act 685) in 2008 as part of its obligations under the Convention on the Rights of Persons with Disabilities.
Read More : http://www.nst.com.my/news/2015/09/differently-abled-drop-reservations-un-convention?d=12006 United Nations Convention on the Rights of Persons with Disabilities. W.e.f. 18 Aug. 2010.
Best Wishes
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The answers should be based on human-computer interaction and multimedia fields
They should suggest new ergonomic techniques to be used comparatively to those used by normal people
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So, you are referring for communication between people with the same disabilities , or communication among people with different disabilities ?
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How could persons with disabilities get access to multimedia systems?
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Depends on the type of disabilities, for instance eye tracking systems can provide inexpensive means for making multimedia systems accessible for people with disabilities that doesn't affect vision. Also EEG caps can be used for the sabe objective.
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I'm an MSc Health psychology student and as my dissertation I have decided to look at what risks parents of disabled children/ adolescents perceive when it comes to their children engaging in physical activity. I am also looking to include of measure of perceived general functioning. This way I could potentially demonstrate a relationship between the perceptions held surrounding a children's functioning and the risks which they perceive of their  child being involved in any form of physical activity.  
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Hello Leeanne,
Try to see if you find anything you can use in my articles. I`ve used a scale for self sense of competence, with parents of disabled children. Hope it helps...
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Dear All,
I´m conducting case studies in order to evaluate services offered for wheelchair users. One of the method to do it is the direct observation. Specificaly talking abou observing wheelchair user on their real0life context, there is a expression in my mother language to say it. It could be translated like "accompanied tour".
But I talked with a native english speaker and he said that it is not a good translation.
Does someone know a expression used in english to say it?
Colleagues from couching area said something about "shadowing".
What do you think?
Thank you very much in advance!
Best wishes,
Fábio
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I believe is called Natural Observations, or Naturalistic Observations, where user is observed in its natural environment, contrary to the controlled observations conducted in labs. That seams to me the best expression to translate "passeio acompanhado"if you consider that there is no interference from the investigator to see how users actually behave within a given context.
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we are carrying out a study about the relationship between mental health and job demand-resource model of Karasek, but the setting of this study is in special education centers (schools of persons with disabilities). 
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a nice list! (I upvoted all o you! :)
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I would like to refer the ADA category of AT to my thesis, but I can't find it on the web page of ADA or on others publications. Could someone please help me? Thanks in advance.
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Thanks dear Marko!
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We are studying Undergraduate Research and our topic is how can we provide a safer place for visually impaired / blind people that they can live independently. Are there any related works like this?
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First of all we would like to know whether there is any research on this subject besides our study.
Then we would like to compare our results with comparable results from other countries.
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Respected  Lotte Habermann-Horstmeier,
I found  the followings links, studies with our library database, are helpful to you.
1. title: Combining Work and Care:Carers’ Decision-making in the Context of Competing Policy Pressures
Journal: Social Policy and Administration
Volume:42 Issue: 1 Date: 2008 Page:1  
2. Title: Burden and Quality of Life in Caregivers of Persons with Multiple Sclerosis
Author:Jzef Opara; Krystyna Jaracz; Waldemar Brola
Journal: Polish Journal of Neurology and Neurosurgery
Volume:46 Issue: 5 Date: 2012 Page:472  
Hope these add a little help to your discussion part.
Subhash
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I am using ICF as a conceptual framework in research of school to work transition for young people with disability. I am also using social inclusion theory for analysis and ICF to frame the questions and design research instruments but am struggling with how to use ICF framework as its implication is large. If you could please suggest sample of the question guide, it would be wonderful.
Thank you,
Huong
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How to "use" the ICF is akin to asking how to "use" a car.  There are technical aspects and then there are those left to your creativity and inventiveness.  Technical aspects include the use of the codes and qualifiers and the needed assessments to map onto them.  Clinicians and scholars alike are often frustrated by the ICF because it does not "tell" you how to do much of anything.  It as never intended to dictate but to provide a common framework for professionals to design effective real life programs to enable all people to reach their full potential.  What works ICF wise in country X for elderly patients with dementia does not have to be same as for country Y for children with cerebral palsy.  Home health care has different components than skilled nursing home care.  Specifically, in the ICF it states "As a classification, ICF does not model the “process” of functioning and disability. It can be used, however, to describe the process by providing the means to map the different constructs and domains. It provides a multiperspective approach to the classification of functioning and disability as an interactive and evolutionary process. It provides the building blocks for users who wish to create models and study different aspects of this process. In this sense, ICF can be seen as a language: the texts that can be created with it depend on the users, their creativity and their scientific orientation"  Which use, which measurements will ultimately prove the best?. That is what research is for and the ideas you come up with may be just as legitimate as those who have been studying disability for years.  In addition, research builds upon previous work. But someone has to start, someone has to be the first to try.  It may fail but that is of great value because then everyone knows not to go down that route again.  If there are any specific articles of mine you would like, I would be glad to share them.
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Hello all:
I am looking for articles on deinstitutionalization for people with disabilities. Please if you have any suggestions,
Thanks Huong
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Hello,
you can get some information here:
and here:
Altough both reports country specific, you can see the sources of International law used and methodologies for both researches.
Best, Kristijan
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Hello, are there people interested in researching or already do research in the field of disability law? I would like to connect with people interested in this field via this website. For further info on what I do, you can check my profile.
Best, Kristijan
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Hi Kristijan: I am doing PhD in Australia on Disability and Employment for People with Disabilities. Before this, I worked closely with Government of Vietnam to develop the National Law on Disability and other implementing guidelines, as well as ratification of the UNCRPD. Glad to join you in this field.
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I think that  I could use:
  • Physical Activity and Disability Survey (PADS) (Rimmer et al., 1999)
  • BREQ-2 (Markland & Tobbin, 2004)
Do you Know a better test?
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Hi Darren,
Thanks for your answer. I am studying spinal cord injury and the sport.
Sincerely,
Miquel
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Raeff talks of independence being a social construct based on the value placed on aspects of independence in each society. I would like to draw a picture of the value in my own society. Have you done this in yours? What documents did you use to help define the value placed? I have looked at the requirements for assistance for disability as a starting point. Any thoughts?
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Roy mcConkey's work highlighted having a key to the front door
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I'm conducting a longitudinal study on sexuality and people with physical disabilities, and I would like to learn from longitudinal studies on disability more specific aspects concerning methodology (criteria for baseline and time point measurements, for example). Thank you.
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We have published several reviews of the deinstitutionalization literature in intellectual and developmental disabilities.  The most recent one was Larson, S.A., Lakin, K.C., & Hill, S.L. (2012). Behavioral outcomes of moving from institutional to community living for people with intellectual and developmental disabilities: U.S. studies from 1977 to 2010. Research and practice for persons with severe disabilities, 37(4), 1-12. 
The reference list from that review includes 43 studies (including a couple done by HSRI).
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Currently I am teaching deaf undergraduate computer students. In Computer Science education, logical thinking and critical thinking plays a vital role. Early identification of children who are born deaf or hard of hearing is critical. We are studying the effect of early intervention in the development of logical thinking and reasoning skills. In other words, does early intervention have any effect on the development of logical thinking and reasoning skills of deaf and hard of hearing?
Please share your views about this.
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Yes , early intervention have great effect on the development of logical thinking and reasoning skills in children with hearing impairment. 
From birth to 3 years of age is the critical period. Early intervention has great effect on speech and language development of the child. Early intervention helps the clinician to take the advantage of neuromaturation, the period at which learning speech and language has great importance in child's life. 
Hearing is critical for the development of speech, language, communication skills, and learning. The earlier that hearing loss occurs in a child's life, the more serious is the effect on the child's development. Similarly, the earlier the hearing loss is identified and intervention begun, the more likely it is that the delays in speech and language development will be diminished. Recent research indicates that children identified with hearing loss who begin services before 6 months old develop language (spoken or signed) on a par with their hearing peers.
REGARDING YOUR QUESTION
Obviously,it must effect on the development of logical thinking and reasoning skills.
Kindly see literature or any study.
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I am from Tamilnadu-India. I am doing research on academic performance, behaviour problems and social skills of dyslexic children. I wish to use technological advancement in my research. I have an idea about using eye tracker software. Pleae suggest how can I use it to make my study strong and more effective.
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Ganesh:
Here's  a link to related studies in RG that used Eye-Tracker software:
I express best wishes for every success with your worthy research
Debra
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It would be interesting if anybody has a special understanding of the term Friluftsliv, outside Norway and Sweden. What do you understand by this term?
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I think 'friluftsliv' is near to 'seikkailukasvatus' as a term, if it's related to going outdoors with students with some kind of behavior problems. The word 'seikkailukasvatus' is in Finnish, in English more or less adventure education. It has ben used with youth at risk in some projects in Finland.
There was something related to that in the link below, you'll find it in Google scholar to see the references (most in Finnish, but some English, too)
and in a master's thesis below:
Antti Kiviniemi 2005 Oivallusten jäljillä - Seikkailu osana voimavarasuuntautunutta kuntoutustyötä(uta.fi)
Best regards,
Merja
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I'm looking for a scale on friendship quality I could use with teenagers and adults with intellectual disabilities. I'll be grateful for any suggestions.
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This friendship assessment scale contains an example, and some good references at the end that include works on underprivileged groups. 
I suggest you also consult established scales on:
-- social anxiety
-- self-perception 
-- attachment styles
***
I think it would be interesting to find out if there's variation between individuals whether they are aware (at all) about their handicaps, and whether that self-perception affects their social confidence and ability to bond with others, and ultimately, how those affect the social experience / bonding they have with others. 
***
An example, Down Syndrome people are easy to recognized. It is not clear to laymen and general public if they are aware that they are physically (not to say mentally) different from "normal" people. 
Yet, in many societies, it is quite well recognized that Down Syndrome people, despite intellectual retardation, have kind and almost "angelic" hearts. They are favorably perceived in the media as innocent, blameless individuals. Therefore to look down upon them or treat them wrongfully, would be socially unacceptable. 
***
You may want to narrow down your subject types to make a more focused investigation. (Like a particular type of retardation, rather than any retardation). Autism, for example, presents very different cases: autistic individuals look physically normal, but their coldness and self-fixation could arouse unpleasant surprises. This is going to affect their social experience. 
Good luck on your study. 
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Currently writing my dissertation and I'm somewhat lacking on the article / study aspect. I am writing about how the prison system in England and Wales deals with prisoners with learning disabilities. Any help appreciated .
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Hello Anil, a bit late to answer, but I only discovered your question right now. Go to https://www.dynaread.com/scientific-library, and scroll down to Dyslexia - Vulnerabilities and you will find several research papers on the topic of Dyslexia and Prison Population, as well as Crime. You very likely already completed your papers, so you may want to answer your own question as well, by providing a link to your research. Hope this helps, Anil.
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I'm looking for a parental stress scale, thank you for your help!
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Thank you! Unfortunately I saw it was designed for children who are not older than 12 years old, but maybe I can find a study using it with teenagers!
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I would like to get behind the current models used in disability discourse, such as the social model, which is the suggested model by the global community in disability studies.
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Today's disability accepted discourse is the "Human rights model", centered in the fact that we all humans have the same rights (it's neither charity nor a medical issue). But I think that it will change to a "Diversity model", centered in that human diversity is the natural way of being, of exist.
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I am researching the transition experiences of young adults with autism as they leave special schools and go on into mainstream further education colleges and am particularly interested in the social model - and beyond - to contextualise this. It seems that much of the focus of the social model was originally about physical disability - but this is where I need your help! - and I wondered what would be good to read in relation to the social model and learning difficulties/autism and in relation to inclusion and learning difficulties. Would be grateful for any directions on this - many thanks!
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Hi Jacqui
I endorse Boris Villalobos Parada's suggestion re the Leeds Centre for Disability Studies website - they have published a lot of useful books, organise conferences etc. Also, a key source is the international journal Disability Studies which is a rich source of materials and debate. You will certainly find contrasting views and debate on the Social Model in this journal.
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The Interaction with Disabled Persons Scale was published in 1994 by Dr. Lindsay Gething. I cannot find contact information for Dr. Gething. Any suggestions?
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Syracuse University was still on the Personal Integration Inventory with Dr. Henry j. Bersani, Jr. as later cited in 1997 by Dr. David Braddock and his personnel for State of the States in Developmental Disabilities in the US available in 2015 on the web. Interactions with nondisabled community members go back to normalization (1960s, 1970s) which had extensive tools such as PASS and PASSING (Wolfensberger, 1975) in at least 7 languages.  University of Minnesota has used a deinstitutionalization tool I do not like too much, but was started by Dr. Robert Bruininks who later became their University of Minnesota Chancellor -ICAP; and they do adaptive behaviors more than social interactions. Quality of living scales are very high, too, and psychological assessment tools also include a few new on social relationships.
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It could be a consensus statement that there could be weaknesses on documentation in a scientific manner. However, the information we received from our projects might be missing appropriate action research procedures and methodologies. If we compile information in the appropriate and a scientific manner and pay attention to right kinds of action research procedures, the importance of documentation would definitely be increased. Along with our regular professional practice we will be able to do various research and later publications, then we can minimize the information gap.
My points in short are:
1. Focus on action research/ scientific procedure : capacity building of the team
2. Good information processing / documentation in a scientific method
3. Publication of the compiled information and minimize the gap.
What do you think are the other ways to fill up the information gap and improve action research on disabilities and rehabilitation in developing countries like Nepal? There is not enough resource to conduct pure research and there are various organizations working for disability, rehabilitation and inclusion of PWDs.
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Firstly, you have to establish communities of enquiry which are well vested with principles and procedures of action research enquiry. Such communities should be led by those whom research is intended for i.e. persons with disabilities themselves. The processes of enquiry should be as systematic and  rigorous as possible to ensure trustworthiness of the process. An external action research evaluator is usually helpful to give an outsider view of the process. Data collected through action research should be arranged in a more analysable form and the analysis process must be thorough and detailed. Ones the process is scientifically credible the findings can be published in any reputable scholarly journal
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I am aware of many studies that try to measure the costs of disability through a "standards of living" approach (following Zaidi and Burchardt), but is anyone aware of studies that try to measure the direct costs of disability -- that is the extra expenditures made by families with members with disabilities -- especially in developing countries
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Thanks, Darren.  I have heard of a study in South Africa, too, but unfortunately they will not release it yet.  Hopefully, later this year.
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I am currently developing a system for allowing students to undertake embedded systems labs (Arduino and HC12 based) over the internet. This is based on ESXi virtualised hosts connected through networked USB ports. We have an application server running as a booking/LMS system but haven't fully integrated that part yet.
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We have used remote access to manipulate tools and IDEs remotely and a system to manage message exchanging, class organization,... In our solution is also possible to share screen among any two participants of a lab.
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I have found much that has been written about attitudes, barriers etc to employing people with disabilities, but much less about the direct impact of the supervisor. I am looking for recent resources.
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Have uou checked Job Accommodations Network (JAN)?
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i would like to conduct the research regarding inclusive education for students with disabilities in the primary school. i am interested to look at the barriers and facilitating factors to participate into inclusive education from the eyes of parents, teachers and students with disabilities.
What kind of research questions is relevant to the ethnographic research?
May i ask:
What are the barriers to engage children with disabilities in inclusive education?
What are the facilitating factors to engage children with disabilities in inclusive education?
or i should ask questions sound in more sociological? i have no idea how all about the ethnographic research.. Much appreciate to get your guidelines.
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Hello Vimal
I have no expertise relating to researching children's needs, but in your quest for appropriate research methods, I wondered if it might help to read articles that offer comparison between the different options:
Goulding, C. (2005). Grounded theory, ethnography and phenomenology. European Journal of Marketing, 39(3/4), 294-308 - a ResearchGate member - downloadable from her publications page:
The paper below is also available from the publications section of a ResearchGate member, Professor Michael David Myers:
Myers, M. D., & Avison, D. (1997). Qualitative research in information systems. Management Information Systems Quarterly, 21, 241-242.
Fossey, E., Harvey, C., McDermott, F., & Davidson, L. (2002). Understanding and evaluating qualitative research. Australian and New Zealand Journal of Psychiatry, 36, 717-732 - also available from ResearchGate:
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications - below is chapter one:
Thorne, S. (2000). Data analysis in qualitative research. Evidence Based Nursing, 3(3), 68-70.
Merriam, S. B. (2002). Introduction to qualitative research. Qualitative research in practice: Examples for discussion and analysis, 1, 1-17.
Best wishes
Mary
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I have found about 20 works from different fields, but I would like to know of others. Thanks in advance! 
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Hi Silvia,
Generally, poststructuralist or postmodern strands of disability studies will either explicitly  focus on 'discourse(s) of/and disability' or serve as a good theoretical/methodological foundation for such analyses. Here are some suggestions:
Corker, M. (1998) ‘Disability Discourse in a Postmodern World’, in Shakespeare, T. (ed) The Disability Reader: Social Science Perspectives. London: Continuum, 221-233.
Corker, M. and Shakespeare, T. (eds) (2002) Disability/ Postmodernity: Embodying Disability Theory. London: Continuum.
Campbell, F. K. (2009) Contours of Ableism: The Production of Disability and Abledness. Basingstoke: Palgrave Macmillan.
Davis, L. J. (2002) Bending over Backwards: Disability, Dismodernism, and other Difficult Positions. New York: New York University Press.
Tremain, S. (ed.) (2005) Foucault and the Government of Disability. Ann Arbor: The University of Michigan Press.
Hope that helps. Best wishes,
Teo
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I'm looking at academics for co-authoring a paper comparing Australia, USA and UK disability and education legislation.
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Hi Michelle
Sorry to be culturally relativist but you need to be aware that SENDA does not cover Scotland s Education policy is devolved to the Scottish Parliament and therefore there is no such thing as 'UK education policy'.  Scotland has the Additional Support for Learning Act (2004) that was quite different at time of inception, in that, it widens the understanding of additional requirement to include any barrier to learning including housing, bullying, poverty etc.  In some cases this has resulted in a shift to more proactive and preventative assessment and support (e.g. see new approaches to Dyslexia explained in J.M. Davis & P. Deponio (2014) Analysing conflicting approaches to dyslexia on a European project: moving to a more strategic, participatory, strength-based and integrated approach, International Journal of Inclusive Education, 18:5, 515-534, DOI: 10.1080/13603116.2013.802023 here: http://www.tandfonline.com/doi/abs/10.1080/13603116.2013.802023#.VL435ihNDN4
See also for more detail on ASL Act p16 Davis, J.M., & Smith, M (2012) Working in Multiprofessional Contexts: A Practical Guide for Professionals In Children’s Services. Sage: London,
The DDA and subsequent equity legislation does covers Scotland as discrimination laws act on a UK basis but there are different set ups for Education in each country of the UK.  
Similarly, see also chapter 6 of this book for example from Wales of common assessment.  Should be noted Wales and the North of Ireland also have their own parliaments.  Welsh policies relating to children and young people have made a strong shift to social justice approaches that show awareness of the anti-discrimination aspects of the DDA and other equality legislation. Specifically the promoting Disability Equality in Schools policy is very robust.  
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Normalization principle as classic concept was developed fully by B. Nirje in late 60's and in Poland was introduced in early 90's. I do not mention now later SRV concept by Wolf Wolfensberger, perceiving B. Nirje's work also important.
What are your opinions about the theoretical assumptions and implementation the concept of normalization of life of people with disabilities in your country?
Where there are gaps in the capabilities of the implementation?
What controversies triggered this concept in your country ?
What discussions in academic environment were raised ?
Your knowledge, opinions, experiences will be appreciated.
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Dear Bata
 Thank you very much. I shall see to getting it translated when possible. Yes N. E. Bank-Mikkelsen was marginalized. I understand it was because he only stated the normalization principle in terms of mere a mere right for people with handicap. Professionals apparently misunderstood the intentions. Therefor he had to explain what his original idea with the principle was. So he published this around 1971 - short after Nirje formulated his view on the matter. And I know they knew each other well.    
Thank you very much. Likewise to you. Happy New Year as well
Kind regards
Frederik
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I am writing my Phd on the subjet of Disabled and Handicapped Teachers in Schools in Israel and Their Principals Point Of View. Need help in finding relevant studys.
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Hi Noa,
Thought this might be helpful-
Lynnaire Sheridan & Suzanne Kotevski (2014) University teaching with a
disability: student learnings beyond the curriculum, International Journal of Inclusive Education, 18:11, 1162-1171,DOI: 10.1080/13603116.2014.881567
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Hi! We are working in a Project trying to define standards for training to employment, vocational training for people with disabilities.
We are looking for different standards based on types of disability, and related to Methodology, Resources and Equipment and Infrastructure reviews or articles were welcomed if anybody knows.
Thanks in advance!!!
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Hi Francisco,
I really have not come across too many academic papers in this area, but have found a number of working papers and proceedings which might be of interest. In particular, there are a number of documents published by The International Labour Organisation. Find below links to some of these materials.
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I've e-mailed filicide theorist Dr. Phillip Resnick, but he replied that he does not have data on this specific population.
If anyone has worked with the UCR, can you tell me if murder victims are identified as disabled? Thanks.
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Karla, I agree with what you are saying about person-first language. I think it is a question of context. When disability is relevant we  need to emphasize it not try to hide it, disguise it or trivialize it. Some years ago, Barbara Waxman, who was an important figure in the disability rights movement, wrote a foreword for a book that I was finishing about violence and disability. In her foreword, she described herself repeatedly as "disabled woman." The publisher changed changed each and every instance back to woman with a disability and Barb changed it back again. The editor explained that it was the publisher's policy that person-first language always be used... Barb refused, saying that being disabled was an important part of her identity and the whole reason that she was writing the piece. The publisher eventually relented but insisted on  a long footnote, "Person-first language is not used in this foreword at the request of the author in order to express the concept of disability as a social concept."
With our son, his disability began at conception and it affects every aspect of who he is. Yes, there are parts of it that I really dislike intensely. I don't like the seizures that he has every day. I wish he was not immunocompromised and getting pneumonia to many times. I don't like the bone density problems that have led to fractures and constant worry. But I love him and I cannot imagine what he would be like if he did not have his disability, except that he would be a complete stranger to me. So trying to think of his disability as an incidental feature would be nonsense. No one could do so and claim to know him.
Say hi to Emma.
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I would like to know aboutthis area regards research about accessibility and mobility of transportation for people with disability by their daily, weakly, monthly and anualy activity for different trip purpose by different modes, which factor make most of influence of their behaviour in trip demands and is it possible to measure the costs of their trips and do they have influence on making their trips in realtions to subsidies and discounts. Also I want to know more about whether it is possible to measure sustainable transportation for people with disability.
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I can suggest you an interesting document made by the Spanish Social Services Ministry. It has chapter focused on accesibility and transport. The only problem is that is in Spanish...
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Among the well known and analyzed existing models of disability in the literature, (such as medical and social, along with many of their variants) the interesting issue would be associated with cultures. What is(are) the cultural model(s) of disability(ies) ? 
Please share your references, opinions and ideas.
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Hello Beata
In my view, when we talk about culture and disability there are two different aspects that one needs to consider. 1) Culture of disability; and 2) Cultural views of disability.
Culture of disability relates to how disabled people as a larger community or a sub-community of people with specific impairments view themselves. For example, many Deaf people do not view themselves as disabled but claim that they are part of Deaf (with capital D) culture. They have their own set of rules and behaviours (like any other culture) that are acceptable within Deaf community. 
When we talk about cultural views of disability, it refers to how disability and disabled people in general are viewed in various (ethnicity based) cultures. For example, in some cultures when a child is diagnosed with a disability, the parents are blamed for it on the ground that they must have committed some sin in their past life and hence God has punished them with a disabled child. There is a lot of stigma attached in many cultures to being disabled or being parent of a disabled child. Thankfully, such views are changing rapidly as a result of disability awareness campaigns run in different countries largely by DPOs (Disabled People's Organisations) and their allies.
You might find the following book edited by Stone useful:
Stone, J. (Ed.). (2005). Culture and disability: Providing culturally competent services. Thousand Oaks: SAGE Publications.
Best
Hemant
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This is a question for people doing demographics / symptom assessment research: My team is using several instruments to quantify patient symptoms (Neck Pain Disability Index, McGill Short Form Pain, DASS 21). Right now we have patients fill them out on paper forms. My question is: if we convert these forms to be collected on a computer (e.g. with check boxes), can we compare our results to those collected by other researchers using the same forms collected on paper? I am not sure if it is ok to assume the responses would be equivalent.
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Dear Bryn,
Even slight changes to the original questionnaire (e.g. visual appearance, layout) may affect its measurement properties and participants' responses.
You may find useful information on this topic in Dillman, D.A., Christian, L.M. (2005). Survey Mode as a Source of Instability in Responses across Surveys. Field Methods, 17(1), 30-52.
I would suggest you to check the comparability of your computer and paper-based surveys within a pilot study, before you fully implement the computer-based assessment.
Even if the two survey modes do not show perfect agreement, your pilot study may provide you reasonably accurate conversion equations.
Cheers,
Zeljko
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Families in which a child is born with a disability or disability manifested itself and diagnosed after some time (as in the case of Rett Syndrome, autism, early psychosis) - experience the shock, grief and mourning of the idealized image of a child. They experience also anger, aggression, burdens and depression.
They are seeking sources of the birth of a child with a disability, and blame those responsible for this, in their opinions. Sometimes the spouses are blaming each other. They go through phases of adaptation to the child's disability in the family until the approval phase. The entire adaptation process takes sometimes many years with no guarantee, that family will cope with all phases sucessfully. 
Another situation, filled with families' dilemmas and burdens are present while diagnosed various disabilities, acquired disabilities or mental disorders manifested, through adolescence or every other adulthood phases. 
What in your opinions determines the consistency and stability of parental or spouses' relationships and what determines the breakdown of the families having member with disability in your country ? I'm completely aware of cultural differences in this issue and thread. 
Please, share your knowledge, experiences, opinions or visualisations. 
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For parents, having a disabled child may increase stress, take a toll on mental and physical health, make it difficult to find appropriate and affordable child care, and affect decisions about work, education/training, having additional children, and relying on public support. It may be associated with guilt, blame, or reduced self-esteem. It may divert attention from other aspects of family functioning. The out-of-pocket costs of medical care and other services may be enormous. All of these potential effects could have repercussions for the quality of the relationship between the parents, their living arrangements, and future relationships and family structure. Having a disabled child may also affect parents' allocation of time and financial resources to their healthy and unhealthy children, their parenting practices, their expectations of healthy siblings in terms of achievement, responsibility, and short- and long-term contributions to the household, and the siblings' health and development. Finally, having a disabled child in the family may affect the contributions of time and financial resources on the part of the child's grandparents or other extended family members, the relationships of those individuals to the core family, and the financial, physical, and emotional well-being of those family members. All of these potential effects on families have implications for the health and well-being of disabled children.
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Throughout the centuries and history of mankind, different cultures created the artifacts (in architecture, fine art, applied art, literature, poetry, language [sayings], music)  illustrating the concepts of approaches to disability. 
Do you know in your own or other cultures historical or current artifacts illustrating the direct or symbolic issues of following categories as social inclusion orsocial exclusion of persons with disabilities?
To bring this thread inspired me my dear colleague from RG Ans Schapendonk. 
Please share your comments and optionally photos. 
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Thought you might be interested in this blog
Downs syndrome represented in art;
.
And this fascinating journal article;
.
Regards,
Paul.
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Behavioural challenges and behavioural disorders, How are these two terms different ?
which of these common disruptive behaviours shows the most significant impact on students learning?
Any suggested recent studies subjective to these concerns ?
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When we speak of challenging behaviors we put put the stress on the context: The challenge is on us to understand the behaviour, what tiggers it, what actions do we take _ the context- that increase its probability of apparition or that help to fix it once the bahavior appeared.  All behaviours have an intention, a communicative intention and a purpose. It is shift inthe way to look at it.  the strees in not on the child but the adults around him.
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Any research done around the topic globally.
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I think it could be useful INCLUDED project because it provides the basis for inclusion and universal principles to the education of any child. Also is important de books to Ainscown and Booth.Regards
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I am planning to use the WHODAS 2.0 to look at functioning in individuals with mental health difficulties. I am trying to decide on the sample size that I need to recruit in order to have sufficient statistical power. The manual does not include a standard deviation score from what I can see. Does anyone know how to go about calculating an appropriate sample size?
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Generic assessment instrument for health and disability
Used across all diseases, including mental, neurological and addictive disorders
Short, simple and easy to administer (5 to 20 minutes)
Applicable in both clinical and general population settings
Produces standardized disability levels and profiles
Applicable across cultures, in all adult populations
Direct conceptual link to the International Classification of Functioning, Disability and Health (ICF)
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I am attempting to view my ongoing research on the relationship between police and young adults with mental vulnerabilities* through the lens of critical disability theory, and am having trouble finding literature that addresses this specific issue.
* The term mental vulnerabilities refers to the population of citizens whose cognitive functioning does not meet societal norms, thus putting them at risk of experiencing negative and potentially fatal encounters with police. This overarching term, which includes populations with mental disorders, developmental disabilities, substance abuse, brain damage and trauma is used to emphasize the all-encompassing manner in which police practice (training and protocol) understand and handle the specificities of each population.
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