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Many employers struggle with how to have a disability disclosure discussion with their employees and job candidates. The primary purpose of this study was to identify issues relevant to disability disclosure discussions. In addition, we explored how simulations, as an educational tool, may help employers and managers.

Seven participants (four employers and three human resource professionals) took part in this study. We used a qualitative design that involved two focus group discussions to understand participants' experiences of building a simulation training scenario that focused on how to have a disability disclosure discussion. The simulation sessions were audio-recorded and analyzed using an open-coding thematic approach.

Four main themes emerged from our analysis. Three themes focused on issues that participants identified as relevant to the disability disclosure process, including: (1) creating a comfortable and safe space for employees to disclose, (2) how to ask employees or job candidates about disability and (3) how to respond to employees disability disclosure. A fourth theme focused on how simulations could be relevant as an educational tool.

Developing a simulation on disability disclosure discussions is a novel approach to educating employers and managers that has the potential to help enhance diversity and inclusion in the workplace. Further, the process that we followed can be used as a model for other researchers seeking to develop educational training scenarios on sensitive diversity and inclusion topics.

People with intellectual disabilities experience poorer health outcomes than the general population, and a significantly increased risk of mental health comorbidity. Their access to healthcare has been consistently shown as inadequate, and their access to mental health support is still largely wanting. Adequate training and education should improve these shortcomings but there is limited evidence available as to the best way to achieve this. The paper aims to discuss these issues.

This paper reports on the co-production and co-delivery of a simulation training course to support healthcare professionals to provide care for people with intellectual disabilities, with a particular focus on their mental health needs. This training was designed with actors with intellectual disabilities, who participated as simulated patients in scenarios during the course and subsequently provided feedback on their experience.

This paper focusses on the positive experiences of the simulated patients, reporting on and interpreting their direct feedback on their experience of contributing to the development and delivery of the course and being involved as co-educators.

It is highlighted that the co-production and delivery of this simulation training with people with intellectual disabilities has the potential to realise some of the key principles called upon when attempting to improve how they are treated, by illustrating concrete participation, independence, and access to fulfilling lives. The value and benefits of interprofessional education to achieve these educational aims is further highlighted, particularly for the potential to generate a sense of shared responsibility within mainstream services in caring for people with intellectual disabilities.

The purpose of this study is to describe knowledge, awareness and experience of different employees in a Swedish municipality (City of Gothenburg) concerning the disability perspective, accessibility and universal design in practice.

This study is based on an online survey. A total of 119 different employees responded to the survey. The data was analyzed from a mixed-method approach, using descriptive statistics and textual analysis. The study also included personal interviews with 19 employees in the City of Gothenburg.

A total of 521 employees in the City of Gothenburg participated in disability awareness exercises (DAE) at the Disability Awareness Arena to gain greater knowledge and insight on disability perspectives in different environments and services. Of these, 119 people representing different professions in soft and hard services and companies participated in the survey; and 19 people participated in personal interviews. The study showed that a vast majority of them were very satisfied and they have developed and practiced their new knowledge and attitude toward disability and accessibility.

One limitation in this study is that it has investigated the experiences and effects of the DAE 6–12 months after its implementation. Therefore, it is not possible to analyze long-term effects that the DAE can have in practice.

To the best of the authors’ knowledge, no prior study of these issues has been conducted in Sweden. This study is deemed to have significant social benefit because of the steadily increasing demand for disability simulations, awareness of disability perspective and accessibility in municipality settings. No other study has addressed the importance of the DAE in these perspectives. DAE is defined in this article as a unique concept for promoting the usage of the disability perspective in the everyday workplace.

This case report provides a description of a simulation exercise as part of the induction programme for a staff team recruited to a specialist inpatient service for adults with intellectual disabilities and additional mental health problems. The rationale for this novel approach is described, along with details of its planning, implementation and outcomes.

Individuals health with intellectual disabilities (ID) experience comorbid physical and mental health needs and have poorer outcomes resulting in early mortality. Currently, many training provisions based on ID exist; however, limited research supports their effectiveness. High-fidelity simulation is an innovative training mechanism with promising preliminary results. This study aims to evaluate the longitudinal impact of simulation training on clinical practice in ID.

A mixed-method approach was used in this study. A one-day simulation course using actors who had ID was delivered to 39 health-care professionals from across London hospitals. Nine semi-structured interviews were conducted 12–18 months post training.

High-fidelity simulation training is an effective training modality, which has a sustainable impact on participants, their clinical practice and patients. Core features of the training including debriefing, the use and type of actors, scenario design and the facilitators are crucial learning mechanisms which impacts learning outcomes and changes to behaviour in clinical practice and settings.

To the best of the authors’ knowledge, this study is the first to longitudinally evaluate high-fidelity simulation training designed to improve the physical and mental health needs of those with ID. The research begins to bridge an important gap in the current literature, with a need for more research.

Globally, private and public organisations invest ever increasing amounts of money, time and effort to develop leadership capabilities in current and future leaders. Whilst such investment results in benefits for some, the full value of developmental strategies on offer is not always realised. Challenges inhibiting achievement of full value include struggling to identify learning programs that best fit with the organisational structure, culture, mission and vision and difficulties in maximising engagement of personnel at multiple levels of the management structure.

The purpose of this study is to introduce a pathway for health services to develop and embed simulation-based educational strategies that provide targeted learning for leaders and teams. Aligning this approach to leadership development through presentation of case studies in which the model has been applied illustrates the pathway for application in the health-care sector.

The findings of the approach to leadership development are presented through the presentation of a case study illustrating application of the ADELIS model to simulation-based learning.

The ADELIS model, outlined in this study, provides a guide for creating customised and flexible learning designs that apply simulation-based learning, enabling organisations to develop and provide leadership training for individuals, units and teams that is appropriately fit for purpose.

The key contribution to health-care leadership development offered in this study is the rationale for using simulation-based learning accompanied by a model and pathway for creating such a pedagogical approach, which embraces the reality of workplace circumstances.

Uneven distribution and mistarget beneficiaries are among problems encountered during post-disaster relief operations in 2010 Mount Merapi eruption. The purpose of this paper is to develop an empirically founded agent-based simulation model addressing the evacuation dynamics and to explore coordination mechanism and other promising strategies during last-mile relief delivery.

An agent-based model which was specified and parameterized by empirical research (interviews and survey) was developed to understand the mechanism of individual decision making underlying the evacuation dynamics. A set of model testing was conducted to evaluate confidence level of the model in representing the evacuation dynamics during post-disaster of 2010 Mount Merapi eruption. Three scenarios of last-mile relief delivery at both strategic and operational levels were examined to evaluate quantitatively the effectiveness of the coordination mechanism and to explore other promising strategies.

Results indicate that the empirically founded agent-based modeling was able to reproduce the general pattern of observable Internal Displaced Persons based on government records, both at micro and macro levels, with a statistically non-significant difference. Low hazard perception and leader-following behavior which refuses to evacuate are the two factors responsible for late evacuation. Unsurprisingly, coordination through information sharing results in better performance than without coordination. To deal with both uneven distribution and long-term demand fulfillment, coordination among volunteers during aid distribution (at downstream operation) is not sufficient. The downstream coordination should also be accompanied with coordination between aid centers at the upstream operation. Furthermore, the coordination which is combined with other operational strategies, such as clustering strategy, using small-sized trucks and pre-positioning strategy, seems to be promising. It appears that the combined strategy of coordination and clustering strategy performs best among other combined strategies.

The significant role of early evacuation and self-evacuation behavior toward efficient evacuation indicates that human factor (i.e. hazard perception and cultural factor) should be considered in designing evacuation plan. Early warning system through both technology and community empowerment is necessary to support early evacuation. The early warning system should also be accompanied with at least 69 percent of the population performing self-evacuation behavior for the effective evacuation. As information sharing through coordination is necessary to avoid redundant efforts, uneven distribution and eventually to reduce unmet demand, the government can act as a coordinating actor to authorize the operation and mobilize the resources. The combination of coordination and another strategy reducing lead time such as clustering analysis, thus increasing responsiveness, is seemly strategy for efficient and effective last-mile relief distribution.

Literature on coordination is dominated by qualitative approach, which is difficult to evaluate its effectiveness quantitatively. Providing realistic setting of the evacuation dynamics in the course of the 2010 Mount Merapi eruption, the empirically founded agent-based model can be used to understand the factors influencing the evacuation dynamics and subsequently to quantitatively examine coordination mechanisms and other potential strategies toward efficient and effective last-mile relief distribution.

The purpose of this paper was to understand what disability-related curriculum (DRC) looked like in the middle school Language Arts classroom. DRC refers to any curricular material and related pedagogical approach intended to address students’ understanding of disability. The authors drew on the experiences of three in-service middle school Language Arts teachers to understand what disability-related texts they selected, and why they chose to incorporate DRC into their classrooms.

The authors used a qualitative, exploratory multi-case design to understand the what and why underlying three middle school language arts teachers’ use of DRC.

Findings from this study revealed that teachers leveraged DRC to broaden students’ understanding of diversity, increase empathy and provide exposure to disabilities; teachers gathered resources both online and within existing curriculum; and DRC varied in curricular and pedagogical structure.

The results of this study are exploratory. Although the aforementioned findings are promising, they are limited, due to the small sample size and relatively homogeneous participant demographics. Additional research that incorporates a larger and more diverse sample of participants would serve to broaden, or potentially confirm, the results of this study.

The results of this study provide insight into current practice around DRC while illustrating some of the limitations that teachers may encounter when integrating this practice.

While Language Arts curriculum often explores diversity in relation to race or class, it rarely focuses a lens on disability. This study fills a void in current research by providing empirical data on how educators approach the design and implementation of disability programming in their respective classrooms.

This paper aims to discuss the importance of delivering high-quality education to allied health and fitness professionals around physical activity for people with intellectual disabilities.

The clinical training and experience needs of allied health and fitness professionals are examined in relation to knowledge and skills around physical activity levels and people with intellectual disabilities.

The training of allied health and fitness professionals may not be adequate. Current training does not appear to provide professionals with the skill set and suitable experiences to appropriately support people with intellectual disabilities to be active.

Key training areas for allied health and fitness professionals are outlined.

Organizations are increasingly investing in disability-specific sensitization workshops. Yet, there is limited understanding about their hoped outcomes, that is, increased knowledge about disability-related issues and behavioral changes with respect to those with a disability. The purpose of this paper is to examine the effectiveness and boundaries of disability-specific sensitization training in organizations.

This is an interview-based study where 33 employees from five industries across India were interviewed over the span of a year.

The findings suggest that sensitization workshops are successful with regard to awareness generation. Paradoxically, the same awareness also reinforced group boundaries through “othering.” Further, workshops resonated more so with individuals who already had some prior experience with disability, implying that voluntary sensitization is likely attracting those who have the least need of such sensitization. The findings also suggest that non-mandated interventions may not necessarily influence organizational level outcomes, especially if workshops are conducted in isolation from a broader organizational culture of inclusion.

The present study helps outline effects of sensitization training initiatives and enhances our understanding about how negative attitudes toward persons with a disability can be overcome. The study also indicates how such training initiatives may inadvertently lead to “othering.” Finally, this study offers suggestions to human resource managers for designing impactful disability sensitization workshops.