Commentary on “Increasing the participation of women with intellectual disabilities in women’s health screening: a role for disability support services” (Conder, Mirfin-Veitch, Payne, Channon, & Richardson, 2019)

Author(s):  
Christine Wilson
2021 ◽  
Author(s):  
Nicole Ineese-Nash

This paper details an institutional ethnography conducted in Constance Lake First Nation, a rural Oji-Cree community in northern Ontario, Canada. The study is a part of a larger project called the Inclusive Early Childhood Service System Project, which is partnered with several municipalities and service organizations in four communities across Ontario. The current project examined six family narratives of accessing disability support services for young children. The project seeks to understand how the service system functions from the perspective of families, and the impact of institutional interactions on families within the service system. Employing critical disability theory and Indigenous perspectives of child development, the study seeks to develop a culturally-based conceptualization of disability support for Indigenous children with disabilities or gifts.


Author(s):  
Samantha J. Herrick ◽  
Weili Lu ◽  
Deanna Bullock

This study examined the relationship between acceptance of disability, perceived stigma of students on a college campus and adaptation to college for students with disabilities. One hundred forty-five surveys were collected from student participants via the disability support services offices at sixteen colleges or universities in the northeast and mid-west United States. The results of a hierarchical multiple regression analysis revealed two statistically significant relationships, students with a higher level of acceptance of disability were more adapted to college, and higher GPA was associated with less adaptation to college. The exploratory test of mediation revealed that the relationship between acceptance of disability and adaptation to college was significantly mediated by perception of stigma on a college campus. The implications for higher education support services and recommendations for future research are discussed.


2019 ◽  
Vol 23 (11) ◽  
pp. 1446-1458 ◽  
Author(s):  
Kathleen A. Foley ◽  
Julie Shelton ◽  
Evan Richardson ◽  
Nikita Smart ◽  
Cindy Smart-McMillan ◽  
...  

2015 ◽  
Vol 45 (suppl 1) ◽  
pp. i98-i116 ◽  
Author(s):  
Lisa Brophy ◽  
Annie Bruxner ◽  
Erin Wilson ◽  
Nadine Cocks ◽  
Michael Stylianou

2019 ◽  
Author(s):  
Bayla Ostrach

BACKGROUND Human-Centered Design (HCD) is an innovation or design process that emphasizes collective input from stakeholders. A growing body of literature examines the science of patient and community engagement in health research yet little qualitative research to date examines how community members recruited to collaborate on designing health practice variations and delivery of care perceive and experience such a process. OBJECTIVE Examine perceptions of a Human-Centered Design process as an engagement tool to inform delivery of care and practice innovation in women’s health screening. METHODS Primary qualitative data collected at a medical education center/network of clinics, and in the surrounding community. Qualitative study used opportunistic and purposive sampling recruiting participants from an earlier HCD process undertaken to redesign screening tools. Participants were purposively and sampled from among eligible participants who participated in the Human-Centered Design process to develop women’s health screening tools and who were community members and/or clinicians/clinical staff. All eligible participants who agreed to participate were interviewed using a semi-structured, open-ended guide. Interviews were audio-recorded, transcribed, hand-coded, and analyzed using modified Grounded Theory. RESULTS Community members and clinicians reported divergent views of the HCD process; both groups valued the opportunity to participate. Some found the process easy to engage; others found it confusing or even embarrassing. CONCLUSIONS Community members and clinicians valued being part of determining the best process for healthcare delivery and practice innovation or variation; concerns remained about access to and full participation in the process. Though a promising option and valuable process, the HCD process was not equally comfortable or accessible for all. Community engagement beyond the clinical team to developing practice variation is important but must be undertaken thoughtfully. CLINICALTRIAL Not applicable


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