Disabilities, Volume 6, Issue 1 (February 2026) – 21 articles

Recent studies in Cognitive Translation and Interpreting Studies have spurred a surge in experimental research, particularly in Audio Description (AD) reception studies. However, experimental research has largely focused on the linguistic composition of scripts, leaving the impact of vocal delivery comparatively underexplored. Addressing this gap, the current study investigates the cognitive and emotional effects of narrator voice gender within the complex framework of poetic AD for contemporary dance. Using a within-subjects design, 33 participants with blindness or visual impairments listened to dance performances with ADs voiced by synthetic male and female narrators. A multi-method approach was employed, combining subjective measures (mental effort, valence, arousal, enjoyment, transportation, and recall) with physiological indicators (electrodermal activity and heart rate variability). Results showed that female voices were associated with significantly lower perceived cognitive effort and higher emotional valence and arousal. Physiologically, female voices elicited lower levels of phasic skin conductance, suggesting a calming rather than arousing effect. However, no significant effects were found on enjoyment, transportation, or recall performance. These findings suggest that narrator’s voice modulates the cognitive and emotional experience of poetic AD, particularly at a subjective level. The study contributes to the growing field of inclusive media by highlighting the importance of voice characteristics in shaping accessibility and engagement. Full article

Background: Utilizing internet-connected assistive devices is essential for completing instrumental activities of daily living (IADL) for people with disabilities. Globally, the COVID-19 lockdown restrictions resulted in drastic lifestyle changes. Methods: A global online survey was conducted to determine whether self-reported satisfaction with completing IADL using internet-connected assistive devices changed from pre-to-during the COVID-19 pandemic. Results: A cross-sectional analysis of the electronic instrumental activities of daily living satisfaction assessment survey of 700 participants from 32 countries revealed that during lockdown, people with disabilities had lower satisfaction for IADL domains of transportation, banking, shopping, health, nutrition, and leisure. Satisfaction with IADL domains, transportation, banking, and household and security needs was lower for people with disabilities compared to people without disabilities, both pre- and during lockdown. Additionally, for both people with and without disabilities, satisfaction with all IADL domains decreased during lockdown, except for the domains of household and security needs and memory needs. Pre-COVID-19, the employed individuals with disabilities were more satisfied with their performance of IADLs than those not employed, and no significant differences were found in the satisfaction levels during COVID-19. Conclusions: The pandemic had a measurable impact on IADL satisfaction, especially in people with disabilities. Full article

Continuity of Care (CoC) refers to how individuals experience care over time and is a vital component of delivering high-quality, person-centred primary healthcare (PHC). It is especially valuable for Persons with Disabilities who experience barriers in accessing healthcare and are at risk for poor health outcomes. In South Africa (SA), as the healthcare system evolves and aims to achieve universal healthcare, it is crucial to evaluate how primary healthcare policies address the CoC needs of Persons with Disabilities within primary healthcare (PHC). This study examined four policies: (1) the Policy on Quality in Health Care for South Africa (2007), (2) the Policy Framework and Strategy for Ward-Based Primary Healthcare Teams (2018/19–2023/24), (3) the Referral Policy for South African Health Services and Referral Implementation Guidelines, and (4) the Framework and Strategy for Disability and Rehabilitation Services in South Africa (FSDR) (2015–2020). Using an exploratory modified EquiFrame analysis, the findings reveal interesting insights into how CoC is conceptualized and articulated across these policies. While the Framework and Strategy for Disability and Rehabilitation Services displayed moderate alignment with CoC’s Core Concepts, it lacked detailed implementation strategies. Although PHC policies in SA recognize the significance of CoC, they exhibit gaps in conceptual clarity and practical application, posing challenges for the implementation of integrated and inclusive health systems. Full article

Accessible digital games represent an emerging frontier for inclusion, offering both challenges and opportunities to advance the cultural participation of neurodivergent people. This study presents a systematic literature review of empirical research on game accessibility for neurodivergent players, including autistic individuals and persons with intellectual disabilities. Forty-eight studies published between 2014 and 2025 were analysed to examine how accessibility is defined, implemented, and evaluated in game design. The results reveal that accessibility is often framed as a functional or therapeutic adjustment rather than as a social or cultural right. Although growing attention has been paid to sensory and cognitive barriers, few studies adopt neurodiversity-affirming or participatory frameworks. Most remain confined to educational or rehabilitation contexts, with limited involvement of neurodivergent co-designers. The findings call for a redefinition of accessibility as a creative, ethical, and political principle central to inclusive digital culture and the neurodiversity movement. Full article

In the current paradigm of adapted sport in Spain, national sports federations play a crucial role. This study aims to map and characterize the public visibility of the current situation of Spanish sports federations in relation to the integration and development of Sports for People with Disabilities on their official websites, and to interpret these publicly reported indicators in relation to federation-level integration practices discussed in the international literature and legislative changes promoted by Sports Law 39/2022. To this end, through an exploratory and descriptive cross-sectional study, a systematic survey of the published digital resources of the 61 national single-sport federations recognized by the Higher Sports Council has been carried out. The results show that federations present initiatives related to the integration of people with disabilities in sport: 21 have a Paralympic category, 42 present themselves as inclusive entities, 13 of the federative regulations specifically address the issue, and in 38 cases, specialized personnel can be found or linked to sport for people with disabilities. In conclusion, this research shows the degree of integration and development of Spanish sports federations in relation to sport for people with disabilities. Full article

Background: Early childhood motor development plays a critical role in shaping participation and quality of life for children diagnosed with autism spectrum disorder. Parental perspectives provide unique insights into barriers, facilitators, and the real-world impact of interventions. Objectives: This study applied qualitatively led an exploratory mixed-method design grounded in a biopsychosocial paradigm. The qualitative component captured parental narratives, while quantitative summaries were generated to identify consensus areas of motor challenges and environmental influences. This dual approach aimed to reveal both the diversity of lived experience and recurring patterns that may inform screening and intervention planning. Methods: Semi-structured interviews were conducted with 58 parents of preschool-aged children diagnosed with autism spectrum disorder in Hungary. Transcripts were analysed thematically, and through descriptive frequency summaries and exploratory chi-squared analyses of coded data. Results: Parents consistently reported fine and gross motor differences, with consequences extending to participation in family, school, and community contexts. Early diagnosis was seen as beneficial primarily when it facilitated access to supportive services. Environmental adaptations, such as inclusive playgrounds and adaptive tools, were perceived by parents as enhancing children’s opportunities to participate, while the lack of accommodations amplified difficulties. Interventions embedded in real-life contexts and actively involving families were viewed as most effective. Exploratory quantitative summaries indicated consensus on five key challenges, including pencil grip, small object manipulation, and playground participation. Conclusions: The findings demonstrate that motor development in autism spectrum disorder is best understood within a biopsychosocial framework linking individual abilities, environmental modifications, and social acceptance. By integrating qualitative and quantitative perspectives, this study illustrates how family experiences can inform the design of family-centred interventions and context-sensitive policies that foster meaningful participation. Full article

This study explores the educational trajectories of elderly deaf people in Spain who were educated between 1960 and 1980. The research was based on biographical-narrative methodology as a qualitative research technique. The data analysis was structural, using code identification and a system of categories and dimensions. Based on the stories and testimonies of 18 deaf people over the age of 65 living in Galicia, the stereotypes, prejudices and academic barriers in their school experience are analysed. The testimonies reveal an exclusionary education system, marked by a lack of accessibility, an absence of sign language interpreters, and the imposition of oralism as the only means of teaching. These conditions negatively affected the participants’ personal development, self-esteem, and employment opportunities. Discriminatory attitudes on the part of teachers and the school community were also identified. However, some highlighted key support and the informal use of sign language as positive elements. The study emphasises that, although there have been improvements in the education of deaf people, further progress is needed in the development of inclusive education policies that recognise sign language and promote accessibility and equity in the education of deaf people. Full article

Knee osteoarthritis (KOA) is a leading cause of disability in older adults, characterized by persistent pain and reduced physical function. Beyond localized joint pathology, many individuals with knee osteoarthritis experience multisite pain and live with multiple comorbidities, reflecting a heterogeneous and multifactorial pain condition. Prognostic models based primarily on biomedical variables have shown limited ability to explain long-term outcomes, partly due to insufficient integration of pain chronicity, comorbidity count and psychosocial determinants such as treatment expectations and pain self-efficacy. While exercise and education are commonly recommended as primary non-surgical treatments, people often respond to them very differently. This study protocol describes a secondary longitudinal observational analysis of data from the EPIPHA-KNEE two-arm, multicentre randomized controlled trial. The primary outcomes will be knee OA pain intensity and physical function, assessed using the Western Ontario and McMaster Universities Arthritis Index (WOMAC) questionnaire at baseline, 3, 6 and 12 months. Baseline prognostic factors will include pain duration, pain distribution, comorbidity count and patient expectations, including treatment expectations and pain self-efficacy. Linear mixed-effects models will be used to examine longitudinal associations between these predictors and pain and function trajectories, with particular emphasis on predictor-by-time interactions to characterize differential patterns of change over time. The planned analyses aim to improve understanding of how clinical characteristics and expectancy-related factors jointly shape 12-month pain and physical function trajectories in older adults with knee osteoarthritis receiving education and exercise-based care, thereby informing prognostic stratification within non-surgical management. Full article

In recent decades, technological advances have fostered new therapeutic approaches for children with neurodevelopmental disorders, particularly Autism Spectrum Disorder. Educational robotics has emerged as a promising resource for acquiring social skills, recognizing emotions, and developing theory of mind. However, there is still a need to understand which dimensions are most susceptible to this specific intervention and how its impact differs based on individual profiles. This study analyzes the effect of a therapeutic intervention based on Educational Robotics on Social Skills, Emotional Recognition, and Theory of Mind in two students diagnosed with Autism Spectrum Disorder. The intervention was structured in seven sessions using the ANDY^® kit. Tests from the NEPSY-II battery and an observational rubric of Social Skills recorded session by session were applied. Both participants showed significant improvements in Social Skills, especially in rules of courtesy, nonverbal communication, and conversational interaction. Regarding Emotional Recognition, one participant improved in identifying highly affective emotions, while the other showed more modest progress. Theory of Mind showed progress in only one of the participants. Adherence was high, although a slight decrease in motivation was identified in the last sessions. These results suggest that Educational Robotics, when applied within a structured therapeutic framework, can effectively foster socioemotional development in children with Neurodevelopmental Disorders. However, variability across domains highlights the importance of tailoring interventions to individual profiles and complementing them with strategies that support the transfer of learning to natural contexts. Full article

Access to health care is a fundamental human right established in various legal frameworks worldwide. However, increasing evidence indicates that individuals with physical disabilities in rural Ethiopia continue to face barriers and disparities in accessing health care, leading to unmet needs and worsening health. Guided by Critical Disability Theory and Intersectionality Theory, this instrumental case study explored the barriers to accessing primary health care (PHC) for adults with physical disabilities in rural Ethiopia and examined how disability intersects with poverty, gender, and rurality to shape exclusion. Following purposeful sampling, we conducted 14 interviews and one focus group discussion (n = 7) with adults with physical disabilities, supplemented by PHC facility infrastructure observation. Using reflexive thematic analysis, we identified intersecting barriers across four domains: physical and environmental barriers, socioeconomic marginalization, socio-cultural stigma and attitudinal barriers, and systemic weaknesses in health service delivery. This revealed that disability-related barriers are rooted in structural ableism and intersecting inequities, underscoring the urgent need for inclusive policies and disability-inclusive practices. Such practices include enforcing accessibility standards, expanding community-based health insurance to cover disability-specific needs, supporting transportation, and providing disability-specific training for health professionals. Implementing these practices is essential to advancing disability rights and ensuring equitable health access in Ethiopia. Full article

Deafblindness is a combined vision and hearing impairment, which results in difficulties with communication, information acquisition, orientation, and mobility. Access to information in accessible formats and communication support is crucial for individuals who are deafblind, particularly within the healthcare system, where communication barriers can result in inadequate medical treatments or misdiagnoses. Accordingly, this study aimed to investigate the experiences and challenges of deafblind individuals within healthcare settings, as well as their satisfaction with the quality of care received. A focus group with six deafblind individuals was conducted, with an interpreter facilitating communication. Analysis of participants’ experiences identified eight themes, with the greatest challenges being inadequate organization of the healthcare system and communication difficulties with medical professionals. Although interpreters are essential for effective communication, participants reported situations where they were not allowed to be present during examinations. Despite the dedication of certain healthcare professionals, they mostly emphasized negative experiences and expressed overall low satisfaction with the quality of care received. Deafblind individuals face numerous challenges in the healthcare system that diminish satisfaction with care, underscoring the importance of raising awareness about deafblindness and ensuring that the accessibility requirements of this population (such as communication support) are addressed in healthcare practice. Full article

Background: Emotions—including joy, sadness, fear, and anger—are fundamental expressions of human experience. For children and adults who are deaf or hard-of-hearing, emotional experiences and communication can differ due to linguistic and communication-related factors. Methods: This scoping review identifies instruments that are suitable for assessing emotional intelligence in the context of the lived and cultural experiences of individuals who are deaf or hard-of-hearing. A comprehensive search was conducted in April 2024 following the JBI methodology. Results: Out of 3091 articles, 21 studies were included. Two adapted methods were identified: the Meadow/Kendall Social–Emotional Assessment Inventory and ISEAR-D. Assessments supported by sign language revealed no significant differences in age or gender. Conclusions: The authors recommend further development of screening instruments that reflect the specific experiences of the population who are deaf or hard-of-hearing. Full article

Rural transport remains a critical factor of social inclusion in South Africa, particularly for people with disabilities who rely on public transport. This study explores the experiences of minibus taxi drivers in transporting passengers with disabilities in Mt Elias, a rural community in the KwaZulu-Natal province. A qualitative research design was adopted, involving semi-structured interviews with 15 drivers operating between Dalton and Mt Elias route. Thematic analysis was conducted using ATLAS.ti to identify key patterns and relationships across the dataset. The four key themes that emerged from the dataset are: infrastructure and environmental challenges, accessibility and support for passengers, operational and economic constraints, and human interactions and attitudes. Findings reveal that drivers face multiple barriers, including poor road conditions, limited vehicle space, and a lack of formal training, yet many demonstrate empathy and commitment to assisting passengers with disabilities. The study highlights the need for targeted policy interventions to improve road infrastructure, provide disability awareness training for drivers, and redesign vehicles for accessibility. Promoting inclusive rural transport requires coordinated action among government spheres, taxi associations, and disability advocacy groups. This research contributes new insights into the lived realities of rural drivers and promotes the importance of inclusive mobility as a component of social justice. Full article

Trinidad and Tobago (T&T) has regional influence in the Caribbean, with a diversified economy focused on energy, manufacturing, and finance compared to the tourism-related economies of most of the other Caribbean islands. Notwithstanding, this has not translated into equitable opportunities for all, specifically for people with disabilities. A lack of disaggregated employment data thwarts effective policy planning for people with disabilities. This research sought to examine the barriers to their employment in T&T. Underpinned by the social model of disability, a concurrent mixed-methods approach was employed. Emanating from interviews with people with disabilities and key informants, challenges to employment access, employer perceptions, and apathy emerged as key themes, together with the underlying issues of a lack of legislation and inequitable access to mainstream education. The survey findings indicated that 64% of employers had never employed people with disabilities, 57% expressed neutrality regarding future employment of such individuals, and 69% had not introduced workplace accommodations. A key recommendation of the study is the establishment of an employer resource centre that assists employers in creating and maintaining inclusive workplace accommodations for people with disabilities. This study is the first in Trinidad and Tobago to examine these research objectives from multiple perspectives. Full article

People with disabilities worldwide encounter barriers to accessing care and support systems. Existing care frameworks often focus on supporting caregivers, operating under the assumption that people with disabilities are largely dependant. However, under a human rights framework it is fundamental to recognise the role that people play, both providing and receiving care, and if care needs are adequately met. This study collects and analyses data from 1001 individuals with disabilities in Bogotá, Colombia, to assess the extent of unsatisfied care needs among this group. We identified individual and household characteristics that are associated with unsatisfied care needs using a multinomial probit and a probit model. The result revealed that 58.7% of participants received an insufficient amount of care, and 7.6% did not receive care at all despite needing it. In total, 66.3% of respondents had unsatisfied care needs. Adults with disabilities experiencing unsatisfied care needs were more likely to be older, male, experiencing functional limitations in daily activities, unemployed, or having lower educational attainment. Notably, 35.7% of respondents also provided care to household members—including children, older adults, individuals with disabilities, and those who were ill or injured. Findings highlight the need for Bogotá’s care system to recognise people with disabilities as both care recipients and caregivers, and to tailor support mechanisms to meet their diverse needs. Full article

Background: Children with disabilities and special educational needs show heterogeneous developmental profiles that may be associated with executive functioning and family factors. This study examined functional developmental profiles in primary education and their associations with executive functions, behavioural indicators, and parental mental health. Methods: Participants were 106 children aged 6–12 years attending mainstream schools, including a subgroup with special educational needs. Parents completed the Developmental Profile-3 (DP-3) and a family mental-health record, while teachers completed the Screening of Emotional and Behavioural Problems in Children (SPECI) and Behaviour Rating Inventory of Executive Function-2 (BRIEF-2) based on structured ratings derived from daily interaction with the child. Correlational and regression analyses were conducted. Results: Executive functions—particularly working memory and planning/organisation—were consistently associated with global, adaptive, and social development. Parental overload showed negative associations with several developmental domains. Associations with behavioural indicators were modest. Conclusions: Developmental functioning in children with and without special educational needs is associated with executive functions and family factors as perceived by parents and teachers. Findings should be interpreted as relational and inform future assessment and inclusive educational planning. Full article

Individuals with developmental disabilities often experience physical and mental chronic conditions from early childhood, which can negatively affect their education, employment, and social participation without appropriate interventions. These impairments frequently limit the acquisition of essential daily living skills, including personal hygiene skills. This study examined a multicomponent intervention package—comprising video prompting, step-by-step instruction based on task analysis, systematic error correction, and reinforcement—to support the acquisition of handwashing skills for two adolescents with developmental disabilities (Autism Spectrum Disorder and Intellectual Disability) and toothbrushing skills for one adolescent. A nonconcurrent multiple-baseline design across participants and skills was employed, including baseline, intervention, maintenance, and generalization phases. The intervention was conducted over eight weeks. The results indicated low and stable baseline performance for both participants, followed by a systematic increase in performance after the introduction of the intervention, reaching accuracy levels between 80% and 91%. Participants demonstrated meaningful improvements in hygiene skill performance following intervention. These gains were maintained over time and generalized to new settings, although a few task steps continued to require prompting. Furthermore, teachers and parents rated the intervention as highly feasible, practical, and useful for supporting hygiene skills, while students reported enjoyment, perceived improvement, and willingness to participate again. Overall, the findings suggest that structured, evidence-based instructional approaches may support increased functional participation in essential daily living skills, particularly when complete independence may not be attainable for all individuals. Full article

The number of students living with disabilities entering post-secondary education, including health professional programs (HPPs), is increasing. However, disabled students continue to experience challenges in both the on-campus and fieldwork components of these programs. The purpose of this study is to understand the experiences and perspectives of fieldwork educators to determine how they can be supported by HPPs when supervising students living with disabilities. An online survey was developed and circulated to fieldwork educators who supervise students in nine HPPs at McMaster University in Canada. Descriptive statistics and content analysis were used to analyze survey responses. The survey was completed by 42 respondents, 10 of whom reported living with a disability and demonstrated a nuanced understanding of accommodation issues. More than half of the total respondents reported they had supervised disabled students in fieldwork; however, only 12 received accommodation plans and evaluation occurred informally, if at all. Respondents requested training on how to accommodate specific student needs. Efficient processes are needed for educator training, and the involvement of educators is needed in accommodation development. Accommodations must be evaluated to ensure students have equitable opportunities for learning and assessment. Educators living with disabilities provide valuable insights on dismantling systemic barriers to inclusion. Full article

Adaptive technologies have become more sophisticated with Artificial Intelligence (AI) and the Internet of Things (IoT), providing world-changing solutions to help people living with disabilities live better lives. In this article, we discuss the potential of AI and IoT to address issues related to Down Syndrome (DS), Autism Spectrum Disorder (ASD), Mobility Impairment (MI), Hearing Impairment (HI), Attention-Deficit/Hyperactivity Disorder (ADHD), and Visual Impairment (VI). In addition, we propose an analytical framework for evaluating AI and IoT disability assistance prototypes. The framework consists of three different layers: Disability Monitoring, Disability Analysis, and Disability Assistance layers. In each layer, a set of dimensions are identified (e.g., technology, data, security, customization, and response time) and used as criteria to evaluate the research prototypes. Moreover, we evaluate 30 representative AI and IoT disability assistance research prototypes published from 2020 to 2024. The evaluation offers valuable insights into the new strategies, technologies, and approaches that will define AI and IoT disability support in the future. While these technologies have promise in enabling access, autonomy, and interfacing, there remain major open research issues such as data privacy, security, cost, scalability, and real-time response. Furthermore, we discuss future research directions to tackle these issues and allow the people with disabilities community to enhance their quality of life and be more independent. Full article

The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) is the first international treaty to provide a basis for standards for the rights of persons with disabilities. It also represents the first human rights convention formally ratified by the European Union. In 2008, the UNCRPD was ratified by the majority of EU and EEA member states. Article 30 of the Convention specifically addresses the right to participate in cultural life, recreation, leisure, and sport is referenced and addressed in the UNCRPD States Parties reports submitted by all EU and EEA countries, as well as the United Kingdom. Research Question: How is sport represented in the State Party reports submitted under the UNCRPD? Methods: Data were collected from the UN Treaty Body Database. When multiple States Parties reports were available for a country, both reports were included for analysis. Results: Thematic analysis of 31 UNCRPD States Parties reports from EU, EEA, and UK countries revealed six key themes: General Factors, Sport in Article 30, Types of Support, Entities, Assistive Technologies, and Assistive Technologies in Sport. Sport was mentioned in all reports, with 90.3% referencing recreational sport and 83.9% elite-level sport. Funding and programmes were the most frequently cited supports for inclusive sport. Nearly half of the countries reported dedicated entities overseeing disability sport. Assistive technology was widely referenced across multiple UNCRPD articles, but only 16.1% of countries discussed its use specifically in sport. Countries differ significantly in their implementation of the UNCRPD in the context of sports. While some nations are advancing toward full inclusion, where disability does not affect an individual’s ability to participate in sports, others remain in the early stages of addressing participation in sport. These countries often rely on targeted programs specifically designed to facilitate the participation of persons with disabilities. Discussion: The analysis reveals significant disparities in how countries report and implement sport-related provisions under the UNCRPD. Ambiguities in categorizing elite versus recreational sport, underreporting of existing programs and entities, and limited references to strategic frameworks like the Kazan Action Plan highlight inconsistencies in reporting. Assistive technology (AT), while widely acknowledged across UNCRPD articles, is rarely linked to sport, despite its critical role in facilitating access and participation. These gaps suggest a need for clearer guidelines and more comprehensive reporting to ensure inclusive and equitable sport opportunities for persons with disabilities. Conclusions: There are notable disparities among countries’ reports in terms of mentioning participation for people with disability in sport, with some mentioning greater emphasis in integration and accessibility than others. To advance the UNCRPD rights through sport, clearer guidelines, standardized terminology, and more comprehensive reporting practices are essential. Full article

Inclusive education is currently a central priority within the Basque educational system, where the right to education is understood as a fundamental right that must be guaranteed in inclusive environments fostering social interaction among all members of the school community. Attitudes towards inclusion are a key factor for ensuring the participation of students with disabilities, and empathy has been identified as one of the main capacities supporting inclusive practices. The aim of this study was to translate to Basque, culturally adapt, and validate the Attitudes towards Inclusion of Students with Disabilities in Physical Education Questionnaire (AISDPE) and the Basic Empathy Scale (BES). A validation and reliability study was conducted with 151 students enrolled in compulsory secondary education at a public school in Gipuzkoa. Confirmatory factor analysis was applied to assess construct validity. Reliability was examined using Cronbach’s alpha and omega coefficients for each dimension of both questionnaires. Results demonstrated satisfactory reliability for both instruments (α and ω > 0.75), supporting their applicability in Basque. These findings contribute to the availability of validated tools to assess attitudes towards inclusion and empathy, thereby facilitating future research on inclusive education in the Basque context. Full article