Search results

The purpose of this paper is to examine the effect of including customers with special needs in the design of cultural and heritage services before the actual experience takes place.

Inclusive research through co-creation took place in the city of Barcelona, Spain, in 2017, comparing the effect of including (Route 2) or not including (Route 1) customers with visual and learning difficulties in the service design process of heritage walking routes.

The results show that the most important encounter in the heritage site context is communication, although the usage and service touchpoints were also significant. In addition, results showed that the ideal encounter or touchpoint should take place before the stay.

This paper contributes to learning about the designing of cultural and heritage experiences and including people with special needs in the service design process before the actual experience takes place.

This paper aims to fill the gap in social sciences research on parents’ strategies in navigating preschool education in Russia. It focusses on the barriers that children with developmental disabilities and autism face in preschool education in Russia and highlights the emerging facilitators of inclusive education.

It uses a modified labelling approach analysing strategies of withdrawal and resistance. The research included semi-structured interviews with parents of children with Down syndrome, Rett syndrome and autism spectrum disorders (ASD) in 2013–2014 and 2018–2019 and semi-structured interviews with professionals in Tatarstan, Russia. The data analysis was based on constructivist methods and grounded theory.

Although Russian law guarantees equal access to education for every child and requires the development of inclusive education, children with developmental disabilities, including autism, are often stigmatised at the preschool stage, both in special needs and mainstream institutions. Parents use various strategies to navigate access to preschool education and try more than one strategy from secrecy and withdrawal to resistance. Parents challenged the mainstream educational structures in Kazan and established groups for children with autism in some mainstream kindergartens and classes in mainstream schools.

There should be informational support for parents with different options for special needs education, providing integrative and inclusive education. It is necessary to increase the number of trained specialists in special needs and mainstream kindergartens in Russia for children with developmental disabilities and ASD. More study is required to overcome stigmatisation and increase tolerance towards persons with developmental disabilities in Russia both on a national and local level.

The research findings can be useful for countries which have recently recognised ASD and do not have inclusive preschool educational practices and where labelling towards children with developmental disabilities is still common. The study recommends that resources are required to provide free or affordable preschool education for children with developmental disabilities. It is also crucial to help parents navigate preschool education and select the best options for each child’s needs.

This study’s findings add value to the importance of addressing the stigma towards people with disabilities within professional groups and broader society, which form barriers for preschool education and in some cases result in withdrawal from preschool education. To overcome the stigmatisation of children with developmental disabilities in preschool education, it is necessary to establish modern targeted pedagogical approaches and training for professionals and informational campaigns for the broader audience.

The paper is novel as there was no sociological research into preschool education of children with developmental disabilities in Russia. It argues that the parents’ experiences are much broader than just interactions with special needs or mainstream education. Parents navigate across special needs institutions, specialised groups in mainstream and private kindergartens, mixed groups in mainstream kindergartens and home education with various strategies from secrecy and withdrawal to resistance and challenge. Preschool education for children with developmental disabilities in Russia is hindered by a lack of professional resources and the stigma embedded into professional and societal responses.

The purpose of this paper is to identify the challenges and benefits of hiring individuals with special needs in the hospitality industry in Dubai; understand management, colleague and customer perspectives concerning the integration of individuals with special needs in the workforce; emphasize the need for awareness, communication and training when introducing special needs employees to hotel properties in Dubai; recognize laws and policies in respect to introducing the special needs workforce in hotels in Dubai; and classify the requirements needed to facilitate accessibility and integration of special needs employees in the workforce.

Qualitative research was conducted to better comprehend the benefits, challenges, policies/legalities and perceptions developed when considering employment practices of individuals with disabilities. Interviews with HR directors/managers in hotels in Dubai were conducted using a snowball sampling approach.

This study suggests that hotels in Dubai must increase their efforts to accommodate the special needs market through the provision of accessible areas, changes in perceptions and enactment of coherent laws and policies to prepare for the inflow of disabled tourists during Expo 2020. Further, that these efforts can be better accomplished by employment of individuals with special needs.

High turnover costs and shortages of labor in the hospitality industry have led to the need for the non-traditional labor force to fill the demand created by the upcoming Expo 2020. As the UAE won the bid for Expo 2020, there has been early construction of hotels to adapt to the increased demand in jobs by and influx of tourists including individuals with disabilities.

Socially responsible innovative behaviour should reduce the incidence of one-sidedness in the behaviour of persons employed or active in tourism organizations. People with disabilities are often poorly integrated, even in the advanced societies. The paper aims to discuss these issues.

With a requisitely holistic approach in dialectical systems theory and an overview of relevant literature, the common characteristics of tourists with disabilities are briefly described. A dialectical systemic analysis was used to determine whether people with disabilities want to travel and what their requirements are. A questionnaire was used to identify their recent travelling experiences; tourism organizations were interviewed about their experiences, too. A model of a travel agency, specialized for people with disabilities, is presented.

The usual approach to people with special needs is too one-sided. A more requisitely holistic approach to understanding their needs in tourism, based on existing literature and an empirical analysis, is presented. A more innovative management of tourism organizations is proposed, increasing social responsibility (SR).

The authors contribute to the integration of people with disabilities in society, focusing on innovation in the management of tourism organizations.

This new, more systemic and socially responsible innovative management in tourism is widely applicable. Tourists with disabilities, their family members, and their travelling companions could become more included in tourist activities and represent a potentially significant share of the market. A requisitely holistic approach can provide advantages for tourists with disabilities and tourism organizations.

The concepts were not found in available literature neither is the selection of viewpoints of dialectical systems thinking and SR in tourism. They support understanding, designing and managing activities in tourism for people with various limitations or specific needs.

Even though Sri Lanka has established Early Warning (EW) mechanisms and Evacuation Procedures (EP) for the communities affected by the coastal disasters, there are several gaps, which hinder effective mechanisms in operation of disaster management practices. These gaps affect both the vulnerable communities and relevant authorities involved in the Disaster Management sector. This paper aims to identify and evaluate those gaps while providing adequate solutions.

For that, questionnaire surveys were carried out with a sample size of 217 via an online survey (117) among the urban level and interviews and telephone interviews (100) with the village level coastal communities. Data analysis was carried out using statistical analysis of questionnaire surveys and grounded theory was used for in-depth qualitative study.

Primary and secondary data obtained from the surveys were categorized under five themes, namely, response to early warning systems, evacuation routes, shelters, drills and training, effect of having a family vehicle, relatives and domestic animals, evacuation of people with special needs and cooperation with local government units. This paper analyses these themes in detail.

While critically evaluating the gaps in existing early warning mechanisms and evacuation procedures, this paper identifies correlations between some of the gaps and recommendations as well. Input from the international academics were also obtained at different forums and have strengthen the findings to overcome the barriers, which hinder successful mechanisms.

This paper aims to trace parallels in the unintended consequences of interpretations of special-needs law in Ireland and Sweden.

The paper is conceptual, based on Irish and Swedish legal reports, studies and national planning documents on supports for people with disabilities. It begins by discussing unintended consequences, and then analyses the Irish court decision in Sinnott v. Minister for Education (2001), which stated that the State’s obligation to provide for education for people with special education needs (SENs) ceases when they reach 18 years. It considers how economic considerations influenced that decision. The focus then diverts to Sweden’s human rights culture and the 1994 legislation, LSS (Sweden’s Act Concerning Support and Services for Persons with Certain Functional Impairments), which enshrines equality and support for people with disabilities, including personal assistance (PA). Cost-saving restrictions on PA allowances are discussed.

While the Irish State enacted a law on education rights following the Sinnott case the Education for Persons with Special Educational Needs Act (2004), or EPSEN (2004), it restricts those rights, and sections remain uncommenced. The case may have exhausted litigation as a remedy for people with SENs. In Sweden, austerity diluted the impact of LSS, leading to reduced entitlements and intrusions on privacy. It allowed legal discourse to dominate discussion. Families were negatively affected. In both countries, human rights may have suffered. Identifying which consequences of the legal actions were unintended, and which party did not intend them, can be problematic.

The paper concludes that the courts limited entitlement to the detriment of people with disabilities, and that caution must be exercised in having recourse to law courts in settling entitlements.

The paper is an original analysis of unintended consequences of legal interventions in special-needs policy. It illustrates difficulties in matching visions and systemic requirements in legal and the educational domains.

Internet technology and, in particular Web‐based services, have the potential to revolutionise approaches to learning. These new forms of learning could provide additional educational opportunities for people with special needs to support their social integration and integration into the knowledge‐based economy. This paper starts with a short presentation on open Web‐based learning environments and knowledge forums followed by a discussion of some recent results on e‐learning and special needs users. Two examples of learning portals for supporting e‐learning forums developed within the European projects, EURO H 2000 and a DAAD German‐Romanian cooperation, are given. Ways of including users with special needs in projects on the design of learning materials and environments are also discussed.

The objective of this paper was to systematically review published studies to determine if disability limits access to health care and to attempt to identify what body functions, structures and activities and participation, as well as contextual factors (environmental and personal factors), interact with the health condition to limit this access. The AMED, CINAHL, EMBASE, Medline and psychINFO databases were searched for original study articles in English, dating from 1974 to 2008. Review articles and expert opinion were excluded. Each study had two independent reviews by either a general practitioner or specialist in rehabilitation medicine. Each study was critically appraised according to the National Service Framework for Long‐term Conditions (Department of Health, 2005a) methodology and recorded on standardised data extraction sheets. Studies of poor quality were excluded. Sixty studies were included. No randomised controlled trials were identified. Studies broadly fell into the following three main groups: database studies (n=27), quantitative surveys (n=20) and qualitative interviews (n=13). Disabled people are restricted in accessing health care and report less satisfaction with their medical care. Many of the identified studies were from the United States (US) and based on subjective reporting. More objective evidence is needed, especially in the UK, to clarify the true level of access to health care in people with disabilities. The complex, interdependent factors in providing health care to disabled people require complex solutions.

The Employment and Training Act 1973 requires the Manpower Services Commission ‘to make such arrangements as it considers appropriate for assisting people to select, train for, obtain and retain employment and for assisting employers to obtain suitable employees’. The services for which the Commission is responsible will be provided by two agencies—the Training Services Agency and the Employment Services Agency. The TSA was established and came under the direction of the Commission on 1 April. The ESA, at present still in the Department of Employment, will move to the Commission on 1 October. The TSA has prepared a five year plan for training policies and programmes financed from public funds through grant‐in‐aid to the Commission. The Commission is now examining the plan in discussion with the Agency. The article which follows is an edited version of the plan. ‘Training Services Agency — a five year plan’ is obtainable from HMSO, price 61p. ISBN 1 11 361054 8.

To provide a review of the past studies on use of information and communications technology (ICT) for people with special education needs (SEN) to inform a major research project on using ICT to facilitate self‐advocacy and learning for SEN learners.

Literature review, encompassing academic journals indexed in education, information science and social sciences databases, books, grey literature (including much internet‐based material), and government reports. Information was gathered on the perceived benefits of ICT in SEN, and the use of some specific applications with people having various conditions. A number of usability studies, mainly Internet and web technologies, are also outlined.

Although the literature shows a great number of ICT initiatives for people with all kinds of disabilities, there has been a surprising lack of research into the usability of the various applications developed, and even less concerning those with learning difficulties. The review of existing literature indicates a lack of attention to the application of ICT for people with SEN, compared to the other groups of disabled people such as visually impaired.

Findings highlight the need for more research on usability aspects of current and potential applications of ICT for people with SEN.