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The ambition of human rights-based research is to generate an evidence base aligned to specific rights and rights holders. This chapter addresses the question ‘How does the ethical communication of research evidence support the achievement of this ambition?’ It outlines a Communication of Evidence For Impact (CEFI) approach that is focused on the realisation of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). CEFI proposes that human rights-based communication is: a public good; a legal imperative in States that have ratified CRPD, and a moral imperative in States yet to sign or ratify; a core research competency and ethical requirement; participatory; and grounded in a culture of inclusion, intersectionality, and allyship. This chapter explores how five actors – States, research ethics committees, researchers, funders, and publishers – can each contribute to ethical communication. Recommendations are made for including and futureproofing CEFI in a disability research ethics framework.

The purpose of this study is to explore the intersection of literacy, technology, and pedagogy and how it can address ethical challenges in schools related to providing inclusive educational experience for all students. It examines a reading intervention program that combines technology (retrofitted routers and laptops), teacher training, and high-quality educational resources (levelled digital books) to support 40 high school students who are reading 4–5 years below their grade level in two rural Jamaican schools. Drawing on an ethical framework of rights-based education which focuses on inclusive education as a dimension of education quality, the study explores how technology, teacher training, and high-quality educational resources can scaffold the development of inclusive learning environments for struggling readers in Jamaican high schools. Findings reveal that digital tools and technology, along with high-quality resources, improved students reading abilities and confidence as readers; however, it was the relationship and rapport that students developed with the reading teacher that had the greatest impact on students’ engagement and motivation to read. These findings suggest that the ability to work with students who have special needs is an essential skill for all classroom teachers to begin addressing some of the ethical challenges of inclusive education among struggling readers in high school in Jamaica. It also highlights the need to embrace diverse models of inclusive education when working in the global South.

This paper provides a brief overview of abuse and protection, with a particular focus on women with learning disabilities. Women with learning disabilities face double oppression at the intersection of gender and disability, which makes them particularly vulnerable to sexual violence and exploitation. The paper reviews some useful models of abuse, to guide practice and frame further research. It also reflects guidance issued by the Department of Health in 2000 (No Secrets), which has resulted in a coherent framework for use throughout local authorities and other statutory agencies to address abuse against all vulnerable adults.

The article presents research on the long-term information needs of homicide bereaved individuals in the context of record-keeping practice within Major Crime Units (MCU) in England. The research objectives were to: (1) identify the long-term information needs of individuals bereaved by homicide; (2) establish MCU officer perceptions on the provision of information to individuals bereaved by homicide; (3) establish the current practice of MCU officers in managing and providing access to homicide records and (4) explore the capability of current recordkeeping practice to move beyond the use of homicide records for their primary “policing” purpose.

The research objectives were met by combining findings from a literature review across policing, bereavement, death, victimology, criminology, records management and archival studies with results from a singular interview-based study with officers at the Bedfordshire, Hertfordshire and Cambridgeshire Major Crime Unit (BHCMCU).

The findings indicate that the long-term information needs of homicide bereaved individuals are ill-served by the current police recordkeeping framework which provides them with little involvement in record-keeping decision-making and limited long-term access to the information required for sensemaking/adaption in a post-homicide world. In this context, the research demonstrates a long term need for: (1) information access; (2) support for access; (3) a direct and personalised information access service and (4) trauma-informed and victim/survivor centred practice in police recordkeeping contexts.

The research addresses a major gap across disciplinary research literature in its focus on the ways investigative information is disclosed by the police to the bereaved following case closure.

The purpose of this study is to explore the experiences of parents who have full professorial positions (in faculties of engineering and nursing) in universities in Ontario, Canada, with a particular focus on the ways in which gender shapes professors' parenting experiences.

We employ a case study methodology involving quantitative and qualitative data collected from a survey emailed to full professors in Ontario.

Data from the study reveal that numerous strategies, resources (e.g. informal social support networks, supportive partners) and institutional supports (i.e. pausing the tenure clock after child birth) are required to assist academics to meet the extensive demands of their positions, while they perform caregiving responsibilities for their children.

The protected ground of family status is inconsistently applied in Canadian human rights policy, considerably reducing its transformative potential. Yet, while family status gains greater recognition in rights-based practice, we argue that it be added to forthcoming institutional equity, diversity and inclusion (EDI) action plans across post-secondary institutions to better ensure equity for mothers who shoulder significant paid and unpaid work responsibilities.

While there is literature on parenting in academia, family status is rarely featured as an intersection of interest in EDI research. This article aims to fill this gap.

This paper highlights the integrative character of orthopedagogics. Quality of Life (QoL), as guiding the normative framework in orthopedagogics is explicitly connected with the framework of human rights and the capability approach (CA) in the quest for social justice and human dignity. The purpose of this paper is to question that how these three specific frameworks can cross-fertilize each other and result in the development of an integrated normative foundation for supporting people living in socially vulnerable situations.

This paper reflects on the question on how the human rights framework, the CA and the framework of QoL can be integrated in the support of people who find themselves in a socially vulnerable situation.

The core features of each framework are described.

To conclude the paper, commonalities and the added value of integrating these three frameworks are explored. By integrating these three frameworks, they could function as a shared agenda that gives direction to the daily actions of professionals, with attention for aspects at the micro, meso and macro levels. Each framework and their interrelatedness urge for an integrative approach of orthopedagogics where the strengths of different frameworks are recognized and used in order to support people in socially vulnerable situations to achieve a life worth living.

The purpose of this study is to demonstrate how mental health is tied to citizenship, and to help professionals understand mental health in the context of social rights and responsibilities, to move towards a right-based practice.

The author will explore the concept of citizenship together with mental health service users’, relatives’ and professionals’ organisations. Using a qualitative analysis of this exploration, this study will develop, implement and evaluate, using a randomised design, awareness interventions with mental health professionals.

The author will use thematic analysis for qualitative data and multilevel mixed-effects linear models to evaluate the effect of the awareness interventions.

The results of the project will enable conversations between mental health professionals, relatives and service users that might help them understand mental health as part of citizenship.

To the best of the author’s knowledge, this will be the first controlled study of standardised citizenship-based awareness interventions for mental health professionals.

Europe is comprised of geographically and politically diverse countries, with different cultures and languages, at different stages in their progress towards achieving inclusive education for diverse ranges of learners. This chapter discusses cross-country collaborative work conducted within the European Agency for Special Needs and Inclusive Education. The work supports countries in meeting commitments to Sustainable Development Goals in Quality Education, by developing and implementing more inclusive education systems. This collaborative approach is based on a shared vision and evidenced-based key principles to guide policy development. It highlights the challenges alongside the progress achieved in European Country contexts towards SDG 4 targets.

The purpose of this paper is to describe a small scale pilot study undertaken in Northern Ireland to gather service user feedback from individuals who have been subject to adult safeguarding procedures.

The aims, methods and findings of the “Adult Safeguarding: 10,000 Voices” pilot project are presented.

The pilot project highlighted how an initiative which captures the experiences of patients, service users, carers and staff in the health and social care sector (10,000 Voices) could be successfully adapted for use in adult safeguarding, facilitating the collation of complex experiences and enabling insights to be gleaned and shared.

The pilot study is limited by the small number of participants. The findings are preliminary.

For the first time in Northern Ireland the 10,000 Voices model was utilised in the context of a non-health related service, namely, adult safeguarding.

This outline of the model and methodology for obtaining service user feedback can inform user involvement in other contexts.

This paper provides an accessible overview of an innovative approach to engaging service users in adult safeguarding, such approaches, to date have been limited.