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1 – 10 of 97Mahesh Odiyoor, Lorraine Potts, Solomon Shatananda, Abimbola Oyedokun, Sujeet Jaydeokar and Saman Shahzad
Individuals with intellectual disability have an increased predisposition to other co-morbid physical health conditions, mental illness and neurodevelopmental conditions including…
Abstract
Purpose
Individuals with intellectual disability have an increased predisposition to other co-morbid physical health conditions, mental illness and neurodevelopmental conditions including autism spectrum condition. There are challenges in diagnosing autism in adults with intellectual disability, and these are often attributes to the complexities in symptoms. The purpose of this paper is to describe the development of the autism diagnostic aid (ADA) tool and face and content validation of its properties.
Design/methodology/approach
The ADA tool was developed following a detailed scoping exercise which included literature reviews, observations and discussion with wider multi-disciplinary team members. A face and content validation after consultation with eight experts who are trained and routinely perform assessments for autism spectrum disorders. The experts also have expertise in working with individuals with intellectual disability.
Findings
The experts agreed that the ADA tool is appropriate to the targeted construct and assessment objectives as a diagnostic aid in the assessment of autism in adults with intellectual disability. They also determined that the content of ADA tool was valid for its use as a diagnostic aid in the diagnosis of adults with intellectual disability.
Research limitations/implications
The ADA tool was considered a valid tool from the expert’s perspective. It was identified to have a good face and content validity. To the best of the authors’ knowledge, the ADA is first of its kind tool, developed specifically to aid clinicians with autism assessments in adults with intellectual disability.
Practical implications
This tool could potentially help with timely assessment and help with providing appropriate intervention but would require further exploration.
Originality/value
To the best of the authors’ knowledge, this is the first of its kind tool for the assessment of autism in adults with intellectual disability.
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Adrian Ierna, Heather Tolland, Abi McGinley and Laura Mathieson
People with intellectual disabilities are at a significantly higher risk than the general population for experiencing a wide range of adverse and potentially traumatic events…
Abstract
Purpose
People with intellectual disabilities are at a significantly higher risk than the general population for experiencing a wide range of adverse and potentially traumatic events. This paper aims to explore the incidence of experiences of lifetime trauma across this population in one Forensic Intellectual Disability Service. Risk management recommendations and psychological risk formulations were also examined for their consideration of traumatic experiences.
Design/methodology/approach
Risk assessment reports (n = 39) were reviewed for evidence of traumatic experiences and the consideration of trauma in patient risk formulations and risk management treatment recommendations.
Findings
Trauma was rated as present or partially present in 84.6% (n = 33) of risk assessment reports reviewed. None of the patients had received a post-traumatic stress disorder (PTSD) diagnosis. Recommendations regarding trauma were identified in 39.4% (n = 13) of the risk assessment reports where trauma was rated either “present” or “partially present”.
Practical implications
Findings suggest a need for diagnostic tools to be used to measure trauma symptoms and potential cases of PTSD to best support needs of patients. Trauma-focused interventions should also be considered. Further investigation is needed to clarify the disparity between the consideration of trauma in formulations and treatment recommendations.
Originality/value
This study highlights the different traumatic experiences that forensic patients across three settings have been exposed to during their lifetimes.
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This study empirically and comparatively examines two digital technologies that have been implemented as part of the experience of urban public transport during the COVID-19…
Abstract
Purpose
This study empirically and comparatively examines two digital technologies that have been implemented as part of the experience of urban public transport during the COVID-19 pandemic in the city of Barcelona, the digitization of tickets and self-service technology in kiosks in the different operators of the metropolitan transport authority (ATM) environment. The study gives a voice to people with ASD and makes a theoretical and practical contribution to making urban transport increasingly digitized after the COVID-19 pandemic, more accessible and inclusive for the group, little observed so far.
Design/methodology/approach
The data collection consisted of a discussion group, ethnographic techniques and a visit to the Barcelona Metro (2022), and interviews after the visit through a semi-structured questionnaire with 12 participants with ASD. This study uses the critical incident analysis (CIT).
Findings
Results provide an extension of the attribute-based Dabholkar model (1996) that applies to the perception of the use of self-service technology, when using digital technologies in urban transport.
Originality/value
This redefinition of the current model of the perception of the use of technology, taking into account the needs of people with ASD, will enable better decision making by transport operators for previously neglected groups.
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Aisel Akhmedova, Jennifer Sutcliffe, Christine Greenhow, Marisa H. Fisher and Connie Sung
Social media have been associated with social benefits and enhanced psychological well-being among non-disabled individuals; the purpose of this study is to examine whether social…
Abstract
Purpose
Social media have been associated with social benefits and enhanced psychological well-being among non-disabled individuals; the purpose of this study is to examine whether social media may have similar benefits for young neurodivergent adults with autism, anxiety, or attention-deficit and hyperactivity disorder who may experience communication differences. To the best of the authors’ knowledge, this first-of-its kind study explores the nature of social media use and related psychological well-being among neurodivergent college undergraduates.
Design/methodology/approach
This qualitative study is part of a larger effort. The authors surveyed undergraduates with and without disabilities at U.S. higher education institutions on their social media use and psychological well-being. A total of 131 students responded, including 24 neurodivergent individuals, the results of which are reported elsewhere. Participants were 18–25 years old, of varied genders and racial/ethnic backgrounds; for neurodivergent adults, questions focused on social challenges. From the survey, a sample of five neurodivergent individuals was drawn for this small-scale, exploratory interview study.
Findings
This paper reports descriptive statistics from survey results to contextualize analysis of students’ social media use (e.g. purposes, practices, benefits and harms). Students used mainly Instagram, TikTok and YouTube to promote well-being primarily through engaging positive relationships and positive emotions. Students reported several benefits of using social media to develop their disability identity and few harms.
Originality/value
Understanding the impact of social media use on undergraduates with disabilities could help us not only improve services as teachers, counselors and other helping professionals who support young adults to leverage their everyday technologies-in-use but also address digital equity issues.
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Deepika Dhingra, Nidhi Sinha and Kushagra Joshi
The chapter provides a comprehensive outline of how technology can be harnessed to promote inclusivity within higher education. The article begins by defining inclusive education…
Abstract
The chapter provides a comprehensive outline of how technology can be harnessed to promote inclusivity within higher education. The article begins by defining inclusive education and explains how cross-cultural collaboration can be facilitated by technological intervention. The article focuses on how the amalgamation of different theories based on behaviorism, cognitivism, and constructivism is crucial for the successful implementation of inclusive education. It highlights the importance of emerging technologies in promoting inclusive pedagogy. It provides a strategic framework that uses artificial intelligence (AI) and different digital tools to cater the needs and aspirations of diverse and global higher educational institutions. Several case studies are also presented to help in understanding the barriers and corresponding strategies to enhance inclusivity. The impact of the strategy surpasses immediate learning enhancements which contribute to a broader vision for a more equitable, accessible, and interconnected educational ecosystem. The chapter concludes with a discussion on the challenges and ethical considerations for successful implementation of technologies to bring inclusive internationalization to higher education.
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This paper aims to explore how accounting is fostering neoliberal citizenship through the participants of Australia’s National Disability Insurance Scheme (NDIS). More…
Abstract
Purpose
This paper aims to explore how accounting is fostering neoliberal citizenship through the participants of Australia’s National Disability Insurance Scheme (NDIS). More specifically, this paper aims to understand how accounting discourse and the management accounting technique of budgeting, when intertwined with automated administrative processes of the NDIS, are giving rise to a pastoral form of power that directs people’s behaviour toward certain ends.
Design/methodology/approach
Publicly available data has been crafted into an autoethnographic case study of one fictitious person’s experiences with the NDIS – Mina. Mina is an amalgam created from material submitted to the Joint Parliamentary Standing Committee on the NDIS. Mina’s experiences are then analysed through the lens of Foucault’s concept of pastoral power to explore how accounting has contributed to marketising and digitising public disability services.
Findings
Accounting rhetoric appears to be a central part of rationalising the decision to shift to individualised disability funding. Those receiving payments are treated as self-governable, financially responsible subjects and are therefore expected to have knowledge of management accounting techniques and budgeting. However, NDIS’s strong reliance on the accounting concepts of funds, budgets, cost and price is limiting people’s autonomy and subjecting them to intervention and control.
Originality/value
This paper addresses calls to explore the interplay between accounting and current disability policies. The analysis shows that incorporating accounting into the NDIS’s algorithms serves to conceal the underlying ideology of the programs, subtly driving behaviours towards neoliberal objectives. Further, this research extends the Foucauldian accounting literature by revealing the contribution of accounting to reinforcing the authority of digital pastors in contemporary times.
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Ingo Karl Bosse, Daniela Nussbaumer and Dennis Christian Hövel
Digital inequalities are pressing concerns, especially for students in need of special educational support. In recent years, numerous reviews have been published on the use of…
Abstract
Purpose
Digital inequalities are pressing concerns, especially for students in need of special educational support. In recent years, numerous reviews have been published on the use of learning technologies (LT) in inclusive and special education. They mostly provide findings for specific groups, technologies, and countries. This systematic review aims to identify changes in the use of information and communication technologies (ICT) as LT that evolved globally in inclusive and special education over the last 12 years.
Design/methodology/approach
Web of Science, Scopus, and EBSCOhost were systematically searched for publications for 2012 to 2023. Only peer-reviewed English publications were included to ensure a comprehensive review. The findings of the 421 included papers were then analysed, reflecting diverse perspectives at the technology, learners, teachers, and institutional levels.
Findings
The most used devices were computers, iPads/tablets, and specifically designed apps. More studies were conducted in separate settings than in inclusive ones. The primary participant groups were students on the autism spectrum. More than half the research publications were related to technology use. Technology development was the most common research objective, with approximately 40% of test hypotheses based on standardised tests or observations.
Research limitations/implications
By shifting the focus from specific disabilities to a more usability-based approach, we can envision a future in which the quality of education for all students is substantially improved.
Practical implications
LT have the potential to significantly contribute to creating the least restrictive learning environment for students in need of special educational support. One step for practitioners is to consider the interdependencies between the different dimensions of heterogeneity relevant to digital inclusion. In order to solve these complex pedagogical tasks appropriately, multidisciplinary cooperation is necessary, involving experts in technical, pedagogical, didactic and inclusive education in digitalised societies.
Originality/value
All data were meticulously collected and analysed to ensure credibility and originality.
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Martin McMahon, Carmel Doyle, Éilish Burke, Sandra Fleming, Michelle Cleary, Kathleen Byrne, Eimear McGlinchey, Paul Keenan, Mary McCarron, Paul Horan and Fintan Sheerin
People with intellectual disabilities are high users of acute hospital care. Given their varied and often complex health-care needs, they often experience health inequalities and…
Abstract
Purpose
People with intellectual disabilities are high users of acute hospital care. Given their varied and often complex health-care needs, they often experience health inequalities and inequities, contributing to poorer health outcomes. As nurses are the largest health-care workforce with a patient-facing role, they have an important responsibility in meeting this populations health needs. The purpose of this paper is to explore key issues relating to the role nurses play in providing equitable health care for people with intellectual disabilities.
Design/methodology/approach
This service feature draws upon relevant literature to examine key contextual issues highlighting the importance of nurses in providing equitable health care for people with intellectual disabilities.
Findings
The findings from this service feature highlight the importance of nurses taking a leadership role in advocating for, and actively supporting the health needs of people with intellectual disabilities. Nurses’ leadership role, along with implementing reasonable adjustments, should be underpinned by education and training relating to the bespoke health needs of people with intellectual disabilities. This should help nurses promote the health and well-being of this population.
Originality/value
Addressing this populations health needs is a collective responsibility of all nurses. There are many examples of how nurses can be supported through policy, education, training and advocacy and this needs to be considered by key stakeholders and addressed as a matter of priority.
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Developmental coordination disorder (DCD) is a life-long condition, but the diagnostic process for adults has not been formally established. The purpose of this study was to…
Abstract
Purpose
Developmental coordination disorder (DCD) is a life-long condition, but the diagnostic process for adults has not been formally established. The purpose of this study was to ascertain which assessment tools are used to assign participants into the group with DCD in studies investigating this condition in adulthood.
Design/methodology/approach
A scoping review was conducted using PRISMA guidelines. Peer reviewed literature published between January 2008 and April 2024 was searched using five databases: AMED, CINAHL Ultimate, Google Scholar, PubMed and Scopus. Data was extracted using the “Joanna Briggs Institute” scoping review guidelines.
Findings
In total, 36 articles were identified as meeting the inclusion criteria for this review. The Adult Developmental Co-ordination Disorders/Dyspraxia Checklist was the most frequent tool used to measure current and past impact on occupational performance. Level of motor skill was only measured in 51% of the studies, and none of these studies used tests with norms for an adult population. The Movement Assessment Battery for Children 2 was the most commonly used tool to measure level of motor skill.
Originality/value
Findings from this scoping review could be used in the creation of a pilot pathway for the assessment of adults for DCD.
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