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Prevalence of hearing impairment is quite common in people with learning disabilities (double jeopardy). However, this debilitating co‐morbidity remains largely undetected by carers and professionals due to presence of additional disabilities and complex clinical presentation in this population on the one hand, and lack of specialist hearing impairment service provision and difficulty in accessing generic audiology services on the other hand. This article aims to provide practical guidance on assessment and management of hearing impairment in people with learning disabilities by offering a narrative review of available literature on gaps in service delivery.

The COVID-19 pandemic has profoundly impacted the global economy, disrupting supply chains, causing job losses and altering consumer demand. In Malaysia, the real estate sector has been notably affected, with increased property impairments and overhang due to unprecedented uncertainty. Understanding these effects is crucial for policymakers and investors to prevent real estate and banking crises. This study aims to analyse the relationships between macroeconomic factors during the pandemic on property impairments and overhang, providing insights for maintaining macroeconomic stability. The findings will inform strategies for mitigating economic shocks, identifying opportunities, and guiding real estate policies in Malaysia and potentially globally.

This research article uses a time series ARDL regression analysis to examine pivotal macroeconomic factors including income, housing process, interest rates and unemployment on property loan impairments and property supply overhang in Malaysia. ARDL is effective to measure and analyse time series data, especially to understand the lagged impacts of macroeconomic factors. This can be seen by various economists in analysing macroeconomic factors affecting non-performing loans or the real estate finance using regression analyses both in Malaysia and other regions. The observations are gathered before, during and after the COVID-19 pandemic, spanning a five-year period with monthly frequency from 2018 to 2022.

The study emphasizes the critical importance of effectively managing unemployment and implementing policy interventions, such as moratoriums, to stabilize the economy and reduce the risk of loan impairments during crises like the COVID-19 pandemic. Additionally, this study highlights a significant inverse relationship between income per capita and loan impairments, underscoring the necessity for policies that promote economic growth and income equality. Initiatives targeting job creation, education and skills development can elevate income levels, thereby decreasing loan impairments. Lower lending interest rates during the pandemic also help mitigate the risk of loan impairments by facilitating borrowing, stimulating economic activity and enhancing financial well-being. Furthermore, the study suggests that while lower interest rates incentivize property developers and investors, understanding the intricate interaction between housing prices and supply is crucial for policymakers and stakeholders to effectively manage the housing market and ensure adequate housing supply, especially during crises.

This paper provides insight for policymakers, regulators, investors and property consultants into the dynamic effects of key macroeconomic factors amidst a global recession in how they impact the real estate market with regards specifically to all types of property loan impairments and property supply overhang. The observations are limited to the COVID-19 period, spanning five years with monthly data from 2018 to 2022. This understanding can facilitate the development of targeted strategic monetary policies and investment decisions in case of future recessions.

Policymakers should prioritize initiatives such as moratoriums and job creation programs to mitigate economic downturns. Additionally, financial institutions need to adjust lending practices in response to lower interest rates, while stakeholders in the housing market must understand the complex dynamics between housing prices and supply to ensure a balanced market. Overall, addressing underlying economic factors and implementing targeted policies are essential for building resilience and promoting sustainable economic growth amidst challenging circumstances.

Initiatives aimed at fostering income equality, creating employment opportunities and ensuring housing accessibility contribute to greater social cohesion and well-being. By promoting financial inclusion and building resilience to crises, societies can mitigate the adverse social impacts of economic challenges such as unemployment and housing affordability. Overall, addressing socioeconomic disparities and promoting inclusive growth are essential for fostering a more equitable and resilient society.

The originality and uniqueness of this study lie in its comprehensive analysis of the impact of COVID-19 on loan impairments and housing supply. While previous studies have focused on the pandemic’s effects on specific segments of the real estate market or property prices, this study provides a broad overview of its impact on property loan impairments and housing supply overhang. Finally, this study highlights the social and practical implications. Overall, this study offers a distinctive analysis of COVID-19’s impact on the real estate market and its implications for policymakers, real estate professionals and investors.

This paper aims to evaluate the accessibility of digital information systems as a key usability attribute in information retrieval by users with visual impairment (VI), to inform development of accessible information systems.

This study used a cross-sectional survey design based on the quantitative research paradigm. Data was collected from 117 students with visual impairments from selected public universities in Kenya, using a semi-structured questionnaire adapted from Web Content Accessibility Guidelines.

This study revealed that gender did not influence screen reader compatibility, alternative format preferences, perceptions of accessible content or digital library navigability. Instead, type of visual impairment, prior assistive technology (AT) training and digital library use frequency significantly impacted these attributes. Blind students reported positive experiences, favouring alternative formats, and expressed positive views on accessible content while those with low vision faced more challenges. Prior training in assistive technology and frequent digital library use resulted in higher screen reader compatibility and better navigability. Increased digital library use was linked to access to alternative content for those with prior assistive technology training.

This study contributes to the existing literature on accessibility of digital information systems for users with visual impairments. Further research is needed to explore other factors that may influence the accessibility of digital systems, such as the design of user interfaces as well as an evaluation of accessibility of digital systems for other categories of disabilities such as hearing impairment, physical impairment, autism and intellectual disability, among others.

The findings of this study have practical implications for the design and development of digital systems such as digital libraries. Developers can leverage findings of this study to enhance compatibility of digital platforms with screen readers and provide alternative formats and accessible content. User-centred design principles can be used to create interfaces that are easy to navigate and friendly to users with visual impairments. Training programmes on assistive technology should be provided to users to enhance their skills and confidence in using digital systems.

This study contributes towards design and creation of navigable systems that are compatible with screen readers. The study also points out the importance of creating more inclusive and usable digital environments for persons with visual impairments.

Assessment techniques for students with visual impairments (that is, those who are blind or have low vision) are designed to meet their unique learning needs. Considerations for assessment both within the general curriculum and expanded core curriculum (ECC) for students with visual impairments are presented. The roles of educational team members are discussed, especially as related to special education service providers trained to teach students with visual impairments. The heterogeneous nature of the population of students with visual impairments and the importance of assessment as a collaborative process are additional discussion points presented within this chapter for specific consideration.

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.

Defined functionally, having low vision can mean the inability to read newsprint even with best correction (when wearing conventional eyeglasses or contact lenses) (Maino, 1993). Other functional definitions of low vision refer to a loss of vision that may be severe enough to hinder an individual's ability to complete daily activities such as reading, cooking, or walking outside safely, while still retaining some degree of useable vision. Low vision is decreased visual performance that prevents performance to full capacity compared with a typically sighted person of the same age and gender. It may be a consequence of reduced acuity, abnormal visual field, reduced contrast sensitivity, or other ocular dysfunction (Faye, 1984). This definition includes people who are legally blind and those who have a more significant amount of remaining vision.

This chapter outlines the progression in the development of educational settings and services for students with visual impairments over the past several hundred years. Information is provided that explains how the education systems have advanced to the present state for students who are blind or have low vision. An explanation of the professionals who support the unique disability-specific needs of students with visual impairments in inclusive settings is also presented. This chapter concludes with a discussion of current issues related to the inclusion of students with visual impairments including personnel shortages, technological developments, and unemployment rates.

For students who are blind or visually impaired, technology enables greater access to the educational curriculum, immediate and independent access to information, and full participation in community and citizenship. This chapter reviews research on technology use by students with visual impairments, and highlights effective practices, promising developments, and ongoing challenges. The authors discuss the implications of these advancements on policy, instruction, professional development, and future research.

The role of the teacher of students with visual impairments and the role of the orientation and mobility specialist are presented and discussed in this chapter. Background information about the population of students who are visually impaired and their unique disability-specific characteristics is also provided to situate the role of vision specialists within the context of the population that they serve. The population of students served by teachers of students with visual impairments and orientation and mobility specialists is incredibly diverse. Vision specialists enable students who are visually impaired to overcame barriers and create educational successes within the Common Core and Expanded Core Curriculum. The Expanded Core Curriculum is an additional set of disability-specific skills and a framework used in the planning, instruction, and assessment of student learning. Vision specialists work closely with parents and school professionals to adapt the educational environment and support their students.