Advancing inclusive research with people with profound and multiple learning disabilities through a sensory-dialogical approach

People with profound and multiple learning disabilities are often excluded from the processes of knowledge production and face barriers to inclusion in research due to cognitive and communicative challenges. Inclusive research—even when intending to be inclusive—tends to operate within criteria that exclude people with profound and multiple learning disabilities. The aim of this article is to provide a state-of-the-art review of the topic of inclusive research involving people with profound disabilities and thereby challenge traditional assumptions of inclusive research. The review presents themes that will inform a discussion on how to challenge the criteria in ways that make it possible to understand inclusive research for people who communicate in unconventional ways. We argue that a fruitful way of rethinking inclusive research is by applying a sensory-dialogical approach that privileges the dialogical and sensory foundations of the research. We suggest this might be a way to understand inclusive research that regards the person’s communicative and cognitive distinctiveness.

Enabling design: a case of maker workshops as a method for including special educators in creating digital interactions for learners with profound disabilities

Purpose This purpose of this paper is to present findings from three workshops that aimed to enable learners with profound and multiple learning disabilities to have a richer, more meaningful experience of a digital curriculum and to bolster a more meaningful creative exchange than currently offered by off the shelf products. Design/methodology/approach Informed by the maker culture and participatory action research, this workshop method focussed on making prototypes and creating concepts that encourage a dialogic approach for envisioning future technologies. As a process of enabling design, this approach placed participants at the heart of iterative methods that support imaginative ideation and improvisation, rather than the production of marketable products. Findings A thematic analysis of post-workshop discussions revealed that participants felt inspired and supported to envision learner responses to stimuli as novel interactions, without prior knowledge of designing and coding. The collaborative approach provoked the articulation of narratives on learner ability and a reconsideration of “digital” with a contemporary curriculum for learners with profound disabilities. Practical implications Running a maker workshop requires a time and resource commitment from all parties. The emphasis is on easy-to-follow, direct teaching together with low cost electronics and non-digital materials, ensured that these demands were kept to a minimum. However, the gains of participation can only be maintained when support exists both in and out of the workshop environment through the provision of resources and communication channels. Originality/value The originality of the workshops lies in the focus on basic electronics, coding and prototyping as a means to think about digital futures. As a method of enabling technologies to tap into learner ability, this process fostered design dialogues through the social act of making, sharing and learning without the need for prerequisite skills.

Health problems and access to health care services for the persons with disabilities in Lahore.

Objectives: This study aims to explore the major health problems of persons with disabilities, to see the difference between the health problems of persons with mild to moderate and severe to profound disabilities, and highlight the problems. Study Design: Quantitative Study. Setting: University of the Punjab, Lahore. Period: 15 March 2018 to 14 Dec 2020. Material & Methods: The study included a quantitative survey conducted with interviews of 100 persons with different disabilities (50 mild to moderate disabilities, 50 severe to profound disabilities) selected by applying convenient sampling method. A questionnaire was used for the data collection. The questionnainaire comprised of three parts: first part was about demographics,the second part consisted of items related to the health problems and third part consisted of items related to the access to health care services. Non-parametric statistical analysis was used for the data analysis. Comparison between persons with mild to moderate and severe to profound disabilities was made. Results: Results showed that persons with severe to profound disabilities generally experienced more health problems and problems in accessing health care services as compared to persons with mild to moderate disabilities. Conclusion: The study concluded that persons with disabilities experience physical, attitudinal and communication problems while accessing health services.

Differing Understandings of Informed Consent

As research and exploration in the area of intellectual and profound disabilities expands, the need for a more nuanced definition of consent is becoming increasingly apparent. Although it is a reasonable assumption that people with disabilities are deserving of the same rights and protections that have been more readily afforded to others, the reality has been quite the opposite. Changing the paradigm requires challenging ethical and methodological assumptions.

Commentary on “Eye and vision problems associated with learning disabilities”

Purpose The purpose of this paper is to raise awareness of a variety of influences on sensory accessibility. Design/methodology/approach It is a reflective piece on the workings of The Sensory Projects. Findings The paper shares insights gained through the running of various Sensory Projects all relating to sensory accessibility. Originality/value The Sensory Projects show the unique abilities of people with profound disabilities and exemplify how these can be shared when the author create sensorially accessible environments and activities.

Graduate students’ practicum experiences instructing students with severe and profound disabilities in physical education

Students with disabilities are more likely than ever to be educated in physical education classes with their typically developing peers. Because of this, it is essential for all educational personnel, including physical educators, to have proper teacher education to help meet the unique needs of these students. Currently, the research base is underdeveloped with regard to the meaning that graduate-level pre-service adapted physical education (APE) specialists ascribe to practicum experiences teaching students with severe and profound disabilities during their graduate teacher education. Thus, the purpose of the current study was to describe and explain graduate students’ experiences instructing students with severe and profound disabilities during course-related practicum experiences. This study utilized a descriptive-qualitative approach using an exploratory case study design and was interpreted through the lens of occupational socialization theory. Nine graduate students enrolled in two master’s level APE programmes acted as participants for this study. As part of their coursework, each student completed a 200 hour hands-on practicum experience teaching students with severe and profound disabilities. Data were collected during this practicum experience through semi-structured interviews, follow-up email correspondence, and demographic questionnaires. Three themes, explainable through the use of organizational socialization theory, emerged, and were: (1) the ambiguous roles of APE teachers; (2) the need for specialized expertise; and (3) reality shock-unpredictable behaviors. Although each of the participants expressed some difficulties during the experience, they also described degrees of success in contributing to the education of students with severe and profound disabilities.