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Understanding disabled people as gray-collar workers who are under-paid, under-valued and under-employed is recognized as in urgent need of attention but remains unaddressed. Based on 30 semi-structured interviews with disabled people, observations and document analysis, the authors argue that the disabled gray-collar workers in the performing arts provide a context and socio-cultural perspective on how gray-collar workers can attain dignity through social inclusion. Building on a novel framework of four dimensions of social inclusion theory – access, participation, representation and empowerment – the authors identify social interactions portrayed in the performing arts in order to deconstruct the processes that normalize and reinforce exclusion and inequality. The authors demonstrate how social inclusion can be “enabled” which has implications for theory, policy and practice.

The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy.

The essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research.

The literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples’ participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process.

Emphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people.

The connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.

The situating of pimatisiwin as a framework for spatial justice and self-determination aids educators in strengthening their understandings of Indigenous knowledges to support an authentic inclusion of Indigenous students with disabilities. Through the sharing of Canada’s colonial history, and by critically examining the principles of care within special education, the author exposes its relationship with ableism, normalcy, eugenics, and white privilege to show how Indigenous peoples continue to be marginalized in the twenty-first century. This justice work asks educators to shift their perspectives of inclusion and wellness through the insertion of an Indigenous lens, one to help them see and hear the faces and voices of disabled Aboriginal children and their kinships. The chapter discusses the social model of disability, the psychology of Gentle Teaching, Indigenous ethics, and principles of natural laws through the voices of Nehiyawak and other knowledge keepers, in order to suggest an agenda for educators to come to an understanding of an emancipatory and gentle education. Spatial justice and Indigenous epistemologies merge as synergistic, inclusive, and holistic entities, to support Aboriginal children and youth as both they and those who teach learn to celebrate disabled ontologies. The chapter concludes by presenting how Gentle Teaching and Indigenous ways of knowing should be honored in this quest of creating an equitable, caring, and inclusive society for all disabled Indigenous children and youth.

Several leading agencies in Korea are interested in citizen advocacy as one way of supporting people with learning disabilities. Therefore, several social welfare organisations require citizen advocacy guidance. This study aims to propose a logic model in the Korean context through responses from leading practitioners.

The logic model was explained to the middle-level practitioners of five community inclusion centres for disabled people who were leading the way in implementing citizen advocacy. After completing a form, the logic model was constructed through analysis.

Resources, activities, outputs, outcomes and impact that constitute the logic model framework were addressed. These contents are related to those using and supporting citizen advocacy, such as people with learning disabilities, their families, citizen advocates, service agencies and communities.

The logic model of citizen advocacy was constructed by reflecting the Korean context; thus, laying the foundation for implementing citizen advocacy nationwide.

The Social Model of Disability, which views social and economic barriers rather than individual bodily differences as the main sources of disadvantage faced by people living with impairments, has gained considerable traction in the literatures of both disability studies and the sociology of disability over the past several decades. Despite this success, however, concern has been expressed that there is a dearth of empirical evidence to back Social Model claims that people with disabilities are not emotionally distressed by their bodily differences or functional limitations, but rather by the layers of social and economic disadvantage imposed on top of their impairments.

Using results of a community survey in a small town in Florida, we examine the degree to which workforce participation and other social and economic disadvantages mediate the relationship between subjective well-being and the presence of functional impairments or self-described disability identity.

We find that study participants who report functional impairments or identify as disabled report lower levels of subjective well-being than participants who do not. Findings also suggest, however, that these differences in subjective well-being can be explained by lack of workforce participation and other aspects of social inclusion and economic disadvantages that are associated with functional impairment and disability identity. Results indicate that work is one, but not the only, important aspect of community participation that mediates between disability experience and well-being. Results also problematize the conflation of functional impairment and disability identity.

Findings point to a need for future qualitative and quantitative research to address differences between functional impairment status and disability identity and to evaluate the relative importance of work and other forms of social inclusion and access to economic recourses to the well-being of people living with impairments and disability.

Findings of this study provide empirical support for, but also add complexity to, the Social Model perspective. They can be used to provide guidance to community leaders in terms of ways in which the lives of residents with disabilities might be improved.

This chapter looks at Australian public libraries and how they have developed and delivered inclusive service to people with disabilities over the past decade or so. As digital technology impacts the public library sector the question of “how are libraries responding?” emerges, especially for the one in five Australians living with disabilities. This chapter is focused on how the public library network is delivering digitally inclusive services to people with disabilities.

The approach was to examine the international obligations, related governance, and professional standards that apply to Australian Public libraries; the current disability and digital inclusion related research from the past decade; and highlight some of the better examples of practice in Australian public library service.

This chapter is not a comprehensive examination but rather a summary scan of digital inclusion practice. However, it raises a number of questions for further investigation: research as to how these obligations are put into practice; how they can be better shared and learnt from; and more importantly how the aspiration of “inclusion for all” is being met.

In this chapter, we explore the role of disability-based employee resource groups (ERG) in implementing large organizations' disability inclusion strategies and how pandemic responses shaped the workplace treatment and inclusion of disabled employees.

We conducted semi-structured interviews with disability-based ERG members and diversity, equity, and inclusion (DEI) professionals in large corporate settings. Then, we analyzed how pandemic-induced changes in the workplace impacted disability inclusion efforts and experiences of disabled employees.

Results from our study revealed that workplace disability inclusion responsibilities shifted to disability-based ERGs during the onset of the pandemic. Participants detailed how organizational disability inclusion practices and policies expanded through increased awareness among some employee bases and were de-prioritized to the point of erasure in other situations. Within the context of the pandemic, members of disability-based ERGs played an integral part in both enhancing visibility of disability and responding to instances of ableism in their respective organizations.

Findings provide context as to how shifting organizational contexts, such as pandemic related workplace policies, becomes disabling, and in turn illustrate the fluid nature of disability. By framing disability as an evolving (fluid) identity category and prioritizing the awareness of disabled perspectives, organizations can better support disabled employees in their future, overarching DEI strategies and approaches to workplace inclusion post-pandemic.

The purpose of this paper is to examine access for disabled people to emergency rest centres (ERCs) provision in the UK. ERCs are premises used for the temporary accommodation of evacuees during an emergency situation. They form an important part of emergency response, by providing a focal point for receiving people and providing food, shelter, information and support.

Three case studies of ERCs that were established in different local authority areas within the Yorkshire and Humber region in the UK, during a flooding event on 25 June 2007, were used to determine the level of accessibility and inclusion of disabled people at these centres.

While uncovering many instances of good practise, the results from the research identified lessons to be learnt, in particular the main barriers to access were: facilities and elements that did not comprise part of the building's normal operation, such as the provision of bedding, medical assistance and effective communication; and facilities that would not normally be expected to be used to the extent, or duration, whilst the ERC was in operation, such as the adequate welfare facilities. The research found that the civil protection legislation within the UK contains limited guidance for those with responsibility for ERC provision, and little impetus for emergency planners to consider the needs of disabled people.

The paper has broad implications for local authorities and national government representatives. It identifies a need for those with responsibility for emergency planning and response to strengthen their knowledge of disabled people, and to adopt a more holistic approach to the provision of emergency planning and response.

The study of access issues in ERC situations, as far as the authors are aware, has not been studied previously.

The purpose of this paper is to develop an understanding for the social inclusion of disabled performers in a developing country to create awareness and improve policies/practices.

The study employed qualitative methodology, and data were collected through semi-structured interviews, site visits/observations and review of secondary data.

The data from different respondent groups showed the social inclusion should be reviewed at three levels: the state, society and individual. The review of existing policies revealed the neglect of the state regarding disabled people in general and even more so in performing arts due to the lack of enforcement of national and international agreements. Findings indicate that social inclusion of disabled performers is a minor issue, especially in a developing country where access to basic human rights and needs may be difficult. Amidst such difficulties, performing arts is not seen as a priority compared to other needs of disabled people and performers.

Limitations include the limited number of disabled performers who could be identified and were willing to participate in the study. Those working in venues/public offices were also reluctant to participate. The greatest limitation was the broad lack of interest in disabled performers.

In Türkiye, studies on disabled people tend to focus on basic needs like health, education and employment. None, to best of researchers' knowledge, explore the social inclusion of disabled performers. This is an original study because it collects and discusses primary data on this topic, revealing the state-level negligence/oversight, the apathy of society and the degree to which an individual with disabilities must struggle to participate in performing arts. Consequently, this study shows the difficulty of developing social inclusion, equality and diversity in an emerging economy for disabled performers to raise awareness and present grounds for further legal enforcement. Moreover, implications allow for a global understanding of social inclusion that moves beyond a biased or privileged understanding/critique of disability centered on the developed world.

The aim of this chapter is to explore the marginal dimensions of disability, gender and caste in the context of Indian economy in recent globalizing times.

Using an intersectional approach it is argued that caste, gender and disability implicate and impact the opportunities available to persons as these account for the marginalities in a developing economy. The chapter is based on ethnographic and empirical data and it critically analyses the trends.

This study shows how social and cultural frames on one hand and the nature of diverse occupational pursuits on the other set the context within which a person with dalit ¹ status, with impairments and also a woman is likely to suffer the most. Social contexts are diverse and situation of persons within different groups varies. The chapter also examines state and NGO initiatives in this regard and suggests the limitations and possibilities of dalits with disabilities having access to resources within neo-liberal economy.

The findings expand the scope of disability research having policy implications.