I Be Africa Man Original: Towards a Contextual Conceptualization of Father Involvement in the Education of Children with Disabilities in Kenya

Father involvement could play a significant role in the lives of children with disabilities. Research is scarce on father involvement in the education of children with disabilities in Africa. We seek to provide a context for father involvement in the formal education of children with disabilities in Kenya, with the aim of contributing to the development of a conceptual understanding for father involvement in such a circumstance. We examine general research on father involvement in Kenya, explore the policy frameworks that guide fatherhood in the country, and look at the specific area of involvement in education. We then present a case study that examines father involvement in the formal education of children with disabilities in Kenya. Our analysis flags up a key opportunity in the pursuit of education for children with disabilities when fathers are involved; they can support their children with disabilities’ access, participation and success in education. We highlight the need for research that builds upon the voices of fathers to illuminate their role in education and we also make some suggestions toward a conceptual lens that will highlight the contextual realities involved, particularly in regard to the education of children with disabilities.

Physical Activity Experiences of People with Multiple Sclerosis during the COVID-19 Pandemic

During the COVID-19 pandemic, government and health officials introduced measures such as social distancing and facility closures that amplified barriers to physical activity. Certain groups, including people with multiple sclerosis (MS), have been underserved during the pandemic. In this qualitative study we aimed to: (1) explore the physical activity experiences of people with MS during the COVID-19 pandemic; (2) identify the facilitators and barriers to physical activity during COVID-19 for people with MS; and (3) make recommendations for inclusive physical activity policy and programming. We conducted semi-structured interviews with 11 adults (9 women) with MS during January and February 2021. Following an inductive thematic analysis, three themes were developed: (1) changing opportunities and adapting to new opportunities; (2) social isolation and physical activity; and (3) adapting physical activity to stay safe from COVID-19. Common facilitators identified included having knowledge and resources to adapt activities, social connections, and access to outdoor recreation opportunities. Identified barriers included fear and anxiety related to the spread of the virus, a loss of in-person activity options, and the closure of physical activity spaces. Online and at-home opportunities for physical activity were a valued and accessible way to address barriers to physical activity for people with MS, and should be maintained post-pandemic while considering flexibility to accommodate variable support needs.

Development of the Tactile Map Creator (TMC) Application

There are multiple studies demonstrating that 3D printed maps are important to people with blindness. When designed properly, they help users by improving safety and mobility and allow people with blindness to efficiently learn spatial information from the map and plan their travel prior to navigation. However, tactile maps are still not widely among people with blindness, as they are not readily available to them. Creating maps for each person needing a map of a certain location currently requires help from an individual with advanced technical training. They need to use specialized software for 3D models that personnel from disability services and family members of people with blindness usually have no experience with. The goal of this research is to design and implement software that can be used for the automatic generation of maps and be accessible to the general public. Our hypothesis is that by automating all the challenging steps (generation of the 3D model and drawing of optimally designed symbols), this will lead to increased usability and acceptance. Here, we demonstrated an early prototype and evaluated our hypothesis in a user study. To assess the success of this approach, participants answered questions about the process, usability, and social impacts of the software. Overall, participants liked the application because it was easy to use and allowed them to create custom maps with appropriate tactile-encoding features that provide meaningful information to the end user.

Putting a Spotlight on Validators of Easy-to-Read Content

Easy-to-Read content results from applying text simplification principles to make information accessible for persons with reading and learning difficulties. While both the creation process and simplification principles have gained the interest of scholars and the general public in the past years, the role of validators is still less visible compared with that of writers or translators. This paper sought to put a spotlight on validators by answering the questions of who these professionals are, what tasks they take on, and how they have acquired the necessary knowledge and skills for the job. In doing so, it investigated a subset of the data about validators’ demographical and educational backgrounds and current activity collected in an online survey launched within the innovative framework of the Erasmus+ project Train2Validate.

Effectiveness of an Assistive Instrument for Physical Therapists with Visual Impairment to Conduct the Muscle Tightness Test

Disability sports have been globally promoted to achieve an inclusive society. However, the current opportunities for people with disabilities are few in terms of participating in supporting positions, such as athletic trainers. In Japan, many people with visual impairment (VI) work as physical therapists; thus, they can become active as medical staff in the sports field. An example of a medical assessment is the muscle tightness test (MTT); however, conducting it is expected to be difficult for people with VI. To improve this difficulty, the current study developed an assistive instrument (AsI) and examined its effectiveness. We recruited 22 physical therapists with VI. The measurement for MTT targeted the hamstrings, iliopsoas, gastrocnemius, and quadriceps. The participants performed the MTT using a universal goniometer (UG) and the AsI and filled up a questionnaire. AsI was compared against UG based on three aspects, namely, ease, accuracy, and measurement time. In terms of ease, significant differences were observed in 9 out of 12 questionnaire items. The mean (SD) score for “Comprehensive ease of the MTT” improved from 2.8 (1.0) to 3.9 (0.8). For accuracy, the AsI yielded a decrease in the total error of the measurement. Lastly, the measurement time for AsI was longer than that for the UG. Therefore, the AsI was effective in terms of ease and accuracy, whereas measurement time remained as an issue.

The Importance of Collaboration in Pediatric Rehabilitation for the Construction of Participation: The Views of Parents and Professionals

Purpose: Collaboration between parents and professionals is essential to enable participation of children with disabilities. Participation is a widely researched topic in pediatric rehabilitation, and evidence for it providing opportunities for involvement and a sense of belonging in community and in larger society exists. There are, however, less research results on how collaboration builds participation pertaining to involvement in life situations. In collaboration with parents, therapists and teachers, the aim of the study was to describe factors that (a) promote and (b) prevent participation in life situations for school-aged children with disabilities, working towards participation in adulthood. Methods: The study applied a qualitative research design. The data was collected during the 2015–2016 academic year with five focus-group interviews by sampling procedure. The study involved five parents of children with disabilities, three therapists and two teachers. The research data was analyzed by inductive content analysis. Results: The results identified thirteen factors that promote child participation, with an emphasis on taking the child’s individuality into account. There were three barriers, which focused on attitudes or technical issues. Conclusions: The results suggest that collaboration on child-related factors has been well identified and implemented, but collaboration on enabling environmental factors needs to be developed. The results can be utilized to design what adults’ collaboration should focus on in promoting child participation.

Predicting Depression among Jordanian Adults with Disabilities According to the International Classification of Functioning, Disability and Health: A Pilot Study

Individuals with disabilities face marginalization in society and are more likely to experience depression compared to the general population. Despite this, the health system in Jordan is not adequately equipped to screen for or manage depression as a comorbid condition. A pilot study using a cross-sectional design was used for this study. Eligible participants were between the ages of 18 and 85, had a physical disability and resided in Jordan. Depression was measured using the Patient Health Questionnaire-9, and risk factors were measured using a sociodemographic survey. Descriptive statistics were used to report on the prevalence of depression and Chi square and Kendall Tau B tests were used to identify relationships between independent variables and depression. The study found that 40.62% of the sample met the criteria for depression. Those who were not married were found to be at higher risk for depression. The analysis also demonstrated that the number of people in a household was positively correlated with depression. This study fills in gaps concerning the prevalence of depression and its correlates among Jordanian adults with a physical disability. Professionals in Jordan, including rehab specialists, have a role in both screening for and preventing depression, and this study acts as a point of reference for these professionals. This pilot study may initiate larger studies to better understand this relationship in Jordan.

Advancing Access to Higher Education for Students with Intellectual Disability in the United States

Due to changes in legislation and policy in the United States, higher education has become more available to people with intellectual disability (ID). Currently, over 6000 students with ID are enrolled in 310 colleges and universities. In the past decade, the federal government has invested over 100 million dollars in a model demonstration program aimed at institutions of higher education to create, expand, or enhance high-quality, inclusive higher education experiences to support positive outcomes for individuals with ID. This article will describe the impetus and impact of this funding as well as related changes in policy and practice. With the emergence of these opportunities, a field of research has emerged, offering new knowledge about what higher education can offer to students with ID as well as the positive impact these students have on their peers, professors, and campus communities. We have also begun to see documentation of more long-term impacts of higher education on students’ employment, independent living outcomes, and life satisfaction. By describing these policy, practice, and research developments, this article will provide readers with a better understanding of the background, current status, and future needs of the field of inclusive higher education for people with ID in the United States and potential takeaways for similar stakeholders in other countries.

University Education for People with Intellectual Disabilities. Evaluation of a Training Experience in Spain

Despite the substantial increase in the access of people with disabilities to higher education, university institutions continue to be an exclusive environment for people with intellectual disabilities. This paper aims to present a training programme for the employment and university inclusion of young people with intellectual disabilities at the Pablo de Olavide University in Seville, Spain, under the title “Training for the employment and autonomous life of people with intellectual disabilities”, which was launched in the academic year 2017–2018 and has already completed four editions. The programme includes a hybrid training system with specific university training oriented towards employment and autonomy together with inclusive training in subjects of various university degrees. The training is provided by interdisciplinary university lecturers together with support staff specialised in intervention with people with intellectual disabilities who come from experienced community associations. Other components of the experience include internships in companies, individualised academic tutoring of students, family accompaniment, and community inclusion with the use of the university residence as accommodation. Cognitive accessibility and new technologies are not lacking as supports in the process. This work shows the assessment of the fundamental actors of this experience during the four years of its development, and as a conclusion, it shows a high overall satisfaction with the programme and the radical change observed in the lives of people with intellectual disabilities after their time at the university.

A Qualitative Study on Prehabilitation before Total Hip and Knee Arthroplasties: Integration of Patients’ and Clinicians’ Perspectives

To explore and integrate the perspectives of patients with hip and knee osteoarthritis (OA), their caregivers, and clinicians who are working with these patients about current preoperative rehabilitation (“prehab”) content and delivery. Participants were individuals with hip (n = 46) or knee OA (n = 14), their family caregivers (n = 16), and clinicians working with patients with hip/knee OA (n = 15). In semi-structured interviews and focus groups, participants answered questions regarding barriers to accessing prehab, gaps in prehab content, learning preferences, and delivery formats. Interviews were audiotaped and transcribed verbatim. Data were analyzed using Qualitative Description method. Four main themes were identified: (1) “I didn’t get any of that” discusses barriers in accessing prehab; (2) “I never got a definitive answer” highlights necessary information in prehab; (3) “better idea of what’s going to happen” emphasizes the positive and negative aspects of prehab; (4) “a lot of people are shifting to online” describes participants’ perspectives on online education. Our findings confirm the need for prehab education and the potential of online prehab education. The results inform the development of prehab educational modules based on users’ input.