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Children with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting programme for children with developmental disabilities to improve their handwriting skills.

Six children with developmental disabilities aged 9–15 years received an adapted Handwriting Without Tears® (HWT) programme in small groups over eight weeks. The programme was delivered by typical teaching staff (i.e. paraprofessionals) at a special education school following a brief training session and with ongoing supervision. A range of measures assessed the children’s handwriting and related skills. Social validity interviews were conducted with school staff following the intervention to evaluate the programme’s acceptability.

Typical teaching staff implemented the handwriting programme with 92.3% average fidelity and delivered a minimum of three sessions per week. Social validity interviews demonstrated the acceptability of the intervention to school staff. After eight weeks of intervention, all children improved their handwriting on various assessments. Improvements were only partially maintained at follow-up.

This study supports the feasibility of using an adapted HWT programme to teach handwriting to children with developmental disabilities in special education settings. Typical teaching staff can be trained to support the delivery of the programme to children in small groups.

Institutional abuse is a worldwide phenomenon with the UK also subject to several high-profile abuse scandals perpetuated on people with learning disabilities and/or mental health conditions living within institutional settings. This study aims to provide a broad perspective of safeguarding practices within institutional care to inform practice and service development in this area.

A narrative overview was undertaken of a range of empirical evidence, discussion papers, enquiry reports, reports from regulatory bodies and professional guidance to explore safeguarding practices within institutional care for individuals with learning disabilities and/or mental health conditions.

A range of literature was identified that exposed and explored abuse in this context. Three key themes were identified: failings within institutional care; safeguarding issues and concerns; and good practice within institutional care. Whilst guidance is available, standards are explicit and protocols facilitate improvement potential in this area, a consistent message was that statutory recommendations for reform have not been effective.

This paper provides an important resource for practitioners and service providers involved in institutional care. An accessible overview of both the empirical evidence and grey literature on adult safeguarding within institutional settings is provided, along with a range of standards and resources that specify practice in these settings.

This study aims to explore the heterogeneity of the tourist market for people with a physical disability (PwPD) based on travel barriers, to serve them better, from a tourism marketing perspective.

A market segmentation analysis was conducted on a sample of 480 PwPD in Sichuan Province, China, based on their perceived travel barriers. Data were obtained through three on-site and four online surveys. A four-step factor-item mixed segmentation, including factor analysis, cluster analysis, discriminant analysis and chi-square tests, was applied to examine the differences among PwPD tourist market segments in terms of various demographic characteristics, disability conditions (e.g. duration of disabilities and causes of impairment) and travel features (e.g. travel frequency and tourist destinations).

This study revealed that the PwPD tourist market is heterogeneous due to individual perceived travel barriers. Three market segments were identified, namely, the Explorer Moderates group, the Explorer Minimals group and the Explorer Intensives group. Additionally, the three market segments were found to have significant differences in terms of travel barriers, demographic characteristics, travel features and disability conditions.

This research provides suggestions for authorities and private entities to optimize the layout of accessible facilities in public areas for the benefit of all. It also offers crucial implications for tourism marketers to determine the key facets of marketing, for travel organizers to evolve the organization of travel groups for PwPD, and for practitioners to provide personalized tourism services.

To the best of the authors’ knowledge, this study is the first to apply perceived travel barriers as a market segmentation criterion in understanding PwPD as a heterogeneous travel market. The findings of this study initially expand the scope of application of the travel barrier model and deepen understanding of the Chinese PwPD tourist market from a marketing perspective. The study results elucidated the heterogeneity and characteristics of this market through a four-step factor-item mixed segmentation approach, offering new insights into the behaviors and experiences of travelers with disabilities.

本研究旨在探索肢体残障人士旅游市场的异质性, 以便从旅游营销的角度更好地为他们服务。

基于对中国四川480名肢残人士出游障碍感知的问卷调查, 探索了肢残人士的旅游市场细分。数据是通过七次现场和在线调查获得; 采用四步因子-项目混合细分法, 根据残障状况、人口统计特征和旅游特征, 识别出肢残群体旅游细分市场之间的差异。

研究发现, 基于个体感知的出游障碍, 肢残群体旅游市场是异质的, 研究确定了三个细分市场, 即低度、中度和高度受限群体。三个细分市场在出行障碍、人口特征、出游特征和残障状况方面存在显著差异。

这项研究有助于政府管理部门优化公共区域无障碍设施布局; 旅游营销者确定营销的重点, 并为旅游组织者设计肢残旅游团体成员构成, 以及从业者提供个性化旅游服务提供重要的启示。

论文首次将感知出游障碍作为市场细分标准, 用以理解肢残群体作为异质游客市场。本研究的发现拓展了出游障碍模型的应用范围, 并从市场营销的角度加深了对中国肢残游客市场的理解。研究结果通过四步因子-项目混合细分方法阐明了该市场的异质性和特点, 为肢残游客的行为和体验研究提供了新见解。

Este estudio explora la heterogeneidad del mercado turístico de las personas con discapacidad física (PcDF) en función de las barreras percibidas para viajar, con el fin de prestarles un mejor servicio desde una perspectiva de marketing turístico.

Se realizó un análisis de segmentación de mercado en una muestra de 480 PcDF en Sichuan, China, en función de las barreras que percibían para viajar. Los datos se obtuvieron a través de tres encuestas in situ y cuatro encuestas en línea. Se aplicó una segmentación mixta factor-ítem de cuatro pasos que incluye análisis factorial, análisis de conglomerados, análisis discriminante y pruebas de chi-cuadrado para examinar las diferencias entre los segmentos del mercado turístico de PcDF, en términos de diversas características demográficas, condiciones de discapacidad (por ejemplo, duración de la discapacidad, causas de la discapacidad) y características de los viajes (por ejemplo, frecuencia de viaje, destinos turísticos).

Este estudio reveló que el mercado turístico de las PcDF es heterogéneo debido a las barreras de viaje percibidas por cada individuo. Se identificaron tres segmentos de mercado, a saber, el grupo de Exploradores Moderados, el grupo de Exploradores Mínimos y el grupo de Exploradores Intensivos. Los tres segmentos de mercado presentaban diferencias significativas en cuanto a las barreras para viajar, las características demográficas, las características del viaje y las condiciones de discapacidad.

Este estudio es el primero en aplicar las barreras percibidas para viajar como criterio de segmentación de mercado para comprender a las PcDF como un mercado turístico heterogéneo. Los hallazgos de este estudio amplían inicialmente el ámbito de aplicación del modelo de barreras para viajar y profundizan en la comprensión del mercado turístico chino de PcDF desde una perspectiva de marketing. Los resultados de nuestro estudio explicaron la heterogeneidad y las características de este mercado a través de un enfoque de segmentación mixta factor-ítem de cuatro pasos, contribuyendo a la literatura sobre el comportamiento y las experiencias de los viajeros con discapacidad.

Esta investigación proporciona sugerencias para que las autoridades y las entidades privadas puedan optimizar la disposición de instalaciones accesibles en zonas públicas en beneficio de todos. También ofrece implicaciones importantes a los comercializadores turísticos para que determinen aspectos clave del marketing, a los organizadores de viajes para que evolucionen en la organización de grupos de viaje para PcDF y a los profesionales para que presten servicios turísticos personalizados.

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.

This preliminary study aims to examine the use of a co-designed immersive virtual reality intervention programme in improving access to health care for people with intellectual disability.

A co-production approach was used to design a virtual reality intervention in collaboration with people with intellectual disability, their families and carers. A mixed-method single sample pre-test-post-test design examined using a virtual reality intervention simulating health-care environments to improve access of attending health-care appointments. Qualitative feedback was used to understand participants’ experience and opinions of using the digital technology.

The study found that the intervention did help people access health-care appointment and reduced their fear. Improvements were also found in quality-of-life post intervention. Positive feedback was provided from participants on using digital technologies indicating the novelty of the approach and potential further applications.

To the best of the authors’ knowledge, this is the first study which has used virtual reality to support people with intellectual disability access health care.

Evidence-informed decision-making is considered best practice when choosing interventions in applied settings across health, social care and education. Developing that evidence base, however, is not straightforward. The pupose of this paper is to describe the process implemented by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network (SF-DDARIN) that systematically develops an evidence base for behaviorally based interventions.

In this case study, the progressive research steps undertaken by the SF-DDARIN to develop the evidence base for an online reading intervention, the Headsprout® Early Reading programme (HER®), which uses behavioural principles to promote learning to read, are described.

A series of discrete projects targeting gaps in the evidence base for HER^® led to funding two randomised controlled trials in England, one in education and one in health and social care.

This case study illustrates an original, creative and effective way of collaborating across academic research departments and applied settings to extend the evidence base for a chosen intervention systematically.

The purpose of this paper is to explore the reintegration process of Wounded, Injured or Sick Employees (WISE) of the Dutch Military Armed Forces.

The research method is an exploratory, qualitative case study. A purposive sampling was drawn, including 10 WISE, and 6 reintegration stakeholders. A total of 16 interviews were conducted to explore the individual, organisational and socio-environmental factors that influence reintegration of WISE.

Findings show the importance of involvement and participation of members of the social environment in the reintegration process. Findings show that the complexity of the plethora of WISEs' injuries and disabilities requires a more person-centric reintegration approach with personalized-customized provisions, rather than a policy-driven approach to the reintegration, in order to enhance the reintegration experience and to arrive at beneficial individual and organisational reintegration outcomes.

This cross-sectional study on a limited sample of WISE and reintegration stakeholders does not allow for making inferences about the long-term effects of the reintegration process on reintegration outcomes of the wider population of WISE. Future longitudinal research, encompassing a larger sample, could examine the long-term career, organisational and societal implications of reintegration of WISE within and outside the Military Armed Forces.

This paper presents a “Wounded Warrior Workplace Reintegration Program”, aimed at deriving beneficial outcomes for all stakeholders involved in the reintegration trajectory.

This paper contributes to the literature by presenting a Model of Occupational Reintegration of WISE that considers the factors at an individual, social-environmental, and institutional level as determinants of successful reintegration.

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.

We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.

The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.

This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.

We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.

The paper presents the initial groundwork for the development of a research agenda around the management control implications of employing workers with intellectual disability.

The point of departure of this foundational enquiry is primarily prior analyses and critiques of empirical research into the employment of workers with intellectual disabilities.

The authors extend the management control framework advanced by Tessier and Otley (2012) by offering insights relating to the benefits and costs of both compliance as well as performance roles of management control systems (MCS). As such, the authors advocate potential avenues for further empirical investigation and also offer four broad ways in which the use of MCS is implicated in the employment of individuals with an intellectual disability by recognising that achieving compliance outcomes or achieving performance outcomes both carry associated benefits and costs.

The extent to which management control research has engaged with the context of workers with intellectual disability is limited. However, this paper identifies some of the salient considerations underlying an agenda for further research in this area.

The employment of workers with intellectual disabilities is by no means unprecedented. In many Western economies, there have in recent times been significant disability policy shifts, recognising the key role of employment in the financial security and social participation of people with disabilities, including those with intellectual disabilities. A key performance indicator stated in these policy positions is an increase in workforce participation for this group of people. However, an increase in the employment of such individuals is likely to represent significant implications in terms of prevailing conditions as well as new management control configurations that may be required.

The paper overviews existing knowledge about the employment of workers living with an intellectual disability and identifies areas relating to the management control implications of such arrangements within which more research is required.

Autistic individuals are at increased risk of trauma exposure and post-traumatic stress disorder (PTSD). Diagnostic overshadowing, however, often results in PTSD symptoms being mislabelled as autistic traits. This study aims to develop professional consensus on the identification and assessment of co-occurring PTSD in autistic adults.

An online modified Delphi design was used to gather professionals’ perspectives on key aspects of the identification and assessment of PTSD in autistic adults. Data were gathered qualitatively in Round 1 and then synthesised using content analysis into a list of statements that were rated in Round 2. Statements reaching 60–79% consensus and additional suggestions were sent out for rating in Round 3. Consensus for the final statement list was set at 80% agreement.

Overall, 108 statements reached consensus. These form the basis of professional-informed recommendations to facilitate the identification and assessment of PTSD symptoms in autistic adults.

The final Delphi statements provide a framework to assist with the assessment and recognition of traumatic stress reactions in autistic adults presenting to mental health, diagnostic or social services.

To the best of the authors’ knowledge, this is the first study to explore the presentation and identification of PTSD in autistic adults (with and without intellectual disability), using a bottom-up approach informed by professional consensus.