Disabilities, Volume 6, Issue 2 (April 2026) – 21 articles

People with disabilities continue to face significant barriers when flying, despite decades of policies enacted to protect their rights and ensure equitable and dignified access. These challenges are often linked not to a lack of policy but to inconsistencies, fragmentation, and unclear responsibilities across operators and jurisdictions. This review examines international, U.S., and Canadian air travel policies to assess their comprehensiveness, coherence, and alignment across jurisdictions, to promote accessible air travel for travelers with disabilities. We conducted a structured policy review following Arksey and O’Malley’s framework. We systematically identified, selected, charted, and analyzed 28 U.S. policies, Canadian policies, and international guidelines. Policy content was compared using the themes of a scoping review on air travel experiences of people with disabilities and the Disability Policy Lens to examine definitions, aims, and coverage. Findings highlighted substantial variation across jurisdictions in the allocation of responsibilities among actors and the specificity of policy provisions. These variations contribute to uneven interpretation and implementation of accessibility measures, shaping inconsistent travel experiences for people with disabilities. International guidelines have the potential to serve as an important reference point, but currently lack comprehensiveness. There is a need for greater cross-jurisdictional coherence in air travel policies. Full article

This study aimed to explore athletes’ experiences of transitioning out of sport following spinal cord injury (SCI). Using a multiple-case study design, three former nondisabled competitive athletes participated in one-on-one semi-structured interviews. The participants’ interview responses were informed by quantitative measure data collected prior to the interviews using the Athletic Identity Measurement Scale, the Social Support Questionnaire-6, and the Satisfaction with Life Scale. The thematic analysis of the interviews revealed that participants experienced a range of cognitive, emotional, social, and behavioral influences during the transition process. These influences contributed to outcome-related appraisals of post-SCI transition. Balanced self-identity, adaptive sport participation, and peer-mentor relationships were common factors influencing athletes’ transition with spinal cord injury. The results partially support the conceptual model of adaptation to career transition and extend it to account for athletes’ experiences following SCI. The results also benefit rehabilitation professionals and athletes with spinal cord injury by providing insight into psychosocial factors and resources that may influence the transition experience. Full article

Background: Adults with disabilities living in low-resource communities experience persistent inequities in access to healthcare, mental health services, and community participation. However, qualitative data capturing lived experiences in the Deep South remain limited. This study aimed to identify priority needs among adults with mobility disabilities residing in economically distressed communities near Birmingham, Alabama, to inform future telehealth programming. Methods: Fifteen adults (mean age = 60 ± 10 years), predominantly African American and female, completed semi-structured phone interviews exploring basic needs, neighborhood accessibility, health priorities, and perceived supports. Interviews were audio-recorded, transcribed verbatim, and analyzed using Braun and Clarke’s six-phase thematic analysis. Results: Five themes emerged: (1) seeking stability amid severe mental health strain and inadequate supports; (2) constrained food environments shaped by cost, location, and safety; (3) feeling forgotten: systemic neglect and restricted participation in community life; (4) physical health deprioritized by competing needs and structural barriers; and (5) remote support as a viable but unrealized option. Participants described how safety concerns, transportation barriers, and rising food costs constrained daily functioning, while unmet mental health needs compounded isolation. Despite widespread cardiometabolic disease, immediate needs related to mental health, food, and housing consistently superseded physical health. Mental health support was identified as the most feasible area for remote delivery, though poor awareness of available resources limited engagement with any service model. Conclusions: Findings demonstrate that disability-related disparities in low-resource communities are driven largely by structural and environmental factors rather than individual choice. Telehealth and mobile-based services may provide a feasible access strategy for mental health and supportive care in under-resourced settings, particularly when integrated with broader community supports. Addressing foundational needs is essential for advancing health equity among people with disabilities in the Southeast. Full article

International agreements require reducing and eliminating the exclusion faced by persons with disabilities. Achieving this goal depends on having reliable data on persons with disabilities, yet a wide variety of instruments are used to identify who is counted as disabled. This literature review aims to investigate different approaches to disability identification in terms of the prevalence rates they produce, the population they capture, and their defining characteristics. We searched five databases and identified fifteen studies conducted in an international development context. The results show that prevalence estimates and populations vary considerably across instruments. We inductively identify four main approaches to disability identification and discuss key characteristics of each. The results reiterate that there is no ‘gold standard’ for identifying disability; there are multiple conceptualizations of what disability is, each reflected in different instruments and assumptions. Promoting greater reflexivity amongst practitioners can foster transparency and accountability in data collection and use. Full article

In 2007, Ecuador ratified the United Nations Convention on the Rights of People with Disabilities and introduced a national social programme to improve access and quality of life for people with disabilities. This study assessed disability prevalence and socioeconomic inequalities in three social protection outcomes: household visits, benefits received during visits, and official disability accreditation. A cross-sectional study analysed data from the 2014 national population-based survey, which showed a 3.84% disability prevalence. Overall, 37% of respondents reported at least one household visit among them, 77% received a benefit and 60% had official accreditation. Marked socioeconomic disparities expressed in absolute differences were observed. Visits were less frequent among individuals without formal education (AD: −30.41; 95% CI: −37.15, −14.09) and those in the poorest households (AD: −17.74; 95% CI: −23.01, −12.48). Participants with primary education were less likely to receive benefits (AD: −19.51; 95% CI: −32.83, −6.19), while Afro-Ecuadorian (AD: 20.07; 95% CI: 4.20, 35.95) and Indigenous individuals (AD: 19.61; 95% CI: 6.99, 32.24) were more likely to receive them. Conversely, those with basic education (AD: 21.38; 95% CI: 13.53, 29.23) were more often accredited than those with higher education. Although the programme has reached many individuals, access remains unequal. Full article

Career assessment instruments for children with special needs are not fully inclusive and precise. This study uses both quantitative and qualitative methods to identify the key problems students face, refine the career matching stages, and assess the desirability, feasibility, and viability of the services developed. This study found that co-design in the preparation and validation of the career matching platform has integrated several aspects, namely people with disabilities’ behavior, interests, and career paths, and has been adjusted to national competency standards, according to the group. The development of this platform uses the Double Diamond approach, including focus group discussions with several extraordinary school teachers across two activities. The existing analysis shows that the fifteen-stage career development model has prepared students for career paths, making it a potential reference for career services for people with disabilities. In addition, implementing a career development model integrated with the platform can make it easier for students to find a job profile that best suits the world of work. The results of this research can be the basis for disability career development policies, programs that bridge students to the world of work, and the formation of an industrial ecosystem that cares more about children with special needs. Full article

One of the main focuses of social innovation is the fight for social inclusion for all. The prevalence of violence against women with disabilities shows how the lack of recognition of diversity hinders real equality for these individuals. This violence is a structural problem that is caused by a combination of gender and disability dynamics, the perpetuating inequalities and social exclusion. Researchers have analyzed specific vulnerabilities in the areas of work, education and health, and point out that only by addressing diversity can we overcome the consequences of such discrimination. Using a qualitative methodological approach, this study utilized critical documentary analysis and a thematic review of recent scientific, academic, and institutional literature, alongside empirical data, to identify the most prevalent forms of violence faced by women with disabilities: sexual (affecting up to 80% of women with disabilities), economic (with wage gaps exceeding 24%), and institutional (a lack of accessibility to basic services). The barriers hindering these women’s access to resources and services are also highlighted. The results point to the urgent need to develop innovative public policies and social strategies that value social diversity as a driver of change. This study concludes with specific recommendations for implementing inclusive approaches that promote equality, universal accessibility, and comprehensive protection in order to move toward more just, cohesive, and innovative societies. Full article

Background: The Mobility and Quality of Life-7 Dimension (MobQoL-7D) is a new patient-reported outcome measure for mobility-related quality of life. Our aim was to translate and test a Dutch-language version. Methods: A cross-sectional psychometric evaluation study was undertaken. The sampling frame was community-dwelling adults living in the Netherlands who had a long-term (>6 months) mobility impairment. Participants were recruited through a Dutch research agency, and data were collected via online survey. Statistical and psychometric analyses were undertaken to assess the interpretability, validity and reliability of the MobQoL-7D Dutch, including assessment of missing data, floor/ceiling effects, test–retest reliability, structural validity, known-group validity and convergent validity. Results: n = 308 respondents completed the survey; sub-group sample sizes ranged from n = 29 to n = 87. No issues with missing data were found. Despite ceiling effects per item (ranging from 23.1% to 56.5%), there were no floor/ceiling effects for overall index values (12.3% and 0%, respectively). The findings show excellent test–retest reliability of the index value over a two-week period (n = 37; ICC = 0.95), and potential discriminative ability to detect differences between known groups. Factor analyses confirmed unidimensionality. Conclusions: The results provide promising evidence of the validity and reliability of the MobQoL-7D Dutch; further research is needed to confirm these findings. Full article

Digital transformation has profoundly reshaped caregiving practices, yet its influence on family cohesion within disability contexts remains underexplored, particularly in Arab societies. This qualitative phenomenological study examines how digital technologies shape family cohesion among Jordanian caregivers of children with disabilities. In-depth, semi-structured interviews were conducted with 22 primary caregivers, and data were analyzed using reflexive thematic analysis. The findings reveal a central tension of being “between connectivity and care,” articulated through four interrelated themes: (1) a digital double-bind in which online support networks function as a vital “virtual village” while simultaneously contributing to intra-familial fragmentation; (2) the reconfiguration of care labor, whereby digital management emerges as an invisible and gendered form of caregiving work, often positioning mothers as primary digital coordinators; (3) the translation of traditional social capital (wasta) into digital spaces to navigate systemic resource constraints, producing new moral and emotional burdens; and (4) the strategic use of digital platforms to preserve cultural, religious, and familial identity in the face of stigma, thereby reinforcing internal cohesion. These findings suggest that digital technologies do not merely facilitate connection but actively reconfigure family dynamics through ongoing negotiation between support and strain. The study underscores the need for family-centered digital inclusion policies and support interventions that mitigate digital burdens while harnessing technology’s potential to strengthen culturally grounded resilience among families of children with disabilities. Full article

Caring for children with physical disabilities can be a daunting responsibility, often placing significant financial, psychological, social and health-related strains on the primary caregivers. This qualitative study explored the experiences of caregivers caring for children with physical disabilities in the Hardap region of Namibia. Using purposive sampling, twenty caregivers were selected as participants in the study. Data was collected using semi-structured interview schedules. Following the interviews, the data were manually analysed and categorised into distinctive themes and sub-themes and summarised in the final report as verbatim quotations. Study findings reveal that caregivers are motivated and determined to provide optimum care for children with physical disabilities under their care by acquiring assistive devices for them and assisting the children with activities of daily living. However, poverty and the general shortage of assistive devices, mostly wheelchairs, provide adverse conditions that are inimical to the development of children’s functional independence in daily living tasks. The burden of carrying the children was noted to be potentially deleterious to the caregivers’ physical health. The study concluded that providing assistive equipment for the children will ease the caregivers’ burden of care while equalising socioeconomic opportunities for both children with physical disabilities and their caregivers. The study only covered a small sample size in a small geographical area of Namibia. Therefore, interpretation and generalisation of the findings need to account for the specific context in the Hardap region of Namibia. Therefore, there remains scope for conducting further research with a larger sample size and one that is more geographically representative of Namibia. Full article

Parents’ priorities significantly influence decisions regarding their children’s support, reflecting parental attitudes, knowledge, and experiences. This research aimed to identify parents’ priorities when choosing professional support for their children, examine the link between these priorities and children’s current abilities, and examine which developmental domains children receive professional support and whether these domains align with parental priorities. The sample consisted of 82 parents of children aged three to six years, divided into two groups: 41 parents of children with developmental disabilities and 41 parents of children without. All participants completed a Treatment Priorities Questionnaire (TP). The results showed that parents of children with developmental disabilities prioritize Communication skills, Social relationships, and Pre-Academic skills. In contrast, parents of children without developmental disabilities focus on Self-Care and Pre-Academic skills. These priorities often relate to the child’s areas in need of improvement. While children with developmental disabilities receive appropriate support, those without often do not receive support in the areas their parents prioritize. This highlights the need for parents to also recognize and build on their child’s strengths, creating a more balanced approach to their development. Full article

Background: Children and adolescents with hearing loss frequently experience reduced participation in physical activity and impairments in balance and postural control, often associated with vestibular dysfunction and altered sensory integration. In this context, school-based motor interventions may represent an accessible strategy to support functional balance. The present study investigated the effects of a 12-week dance- and rhythm-based motor programme implemented within the school curriculum on static and dynamic balance in students with hearing loss. Methods: Twenty-five participants were randomly allocated to an experimental group (n = 15), which received the intervention in addition to standard curricular activities, or to a control group (n = 10), which continued with regular school-based physical activity only. Balance was assessed at baseline and post-intervention using stabilometric measures under eyes-open and eyes-closed conditions and the Pediatric Reach Test. Results: Stabilometric outcomes showed mixed patterns: improvements over time were observed in both groups under eyes-closed conditions, whereas under eyes-open conditions greater reductions in sway were detected in the control group. A significant Group × Time interaction emerged exclusively for backward reach performance and for the composite balance score, indicating a relative preservation of posterior dynamic balance and a more favourable multidimensional adaptation in the experimental group. Conclusions: These findings suggest that dance- and rhythm-oriented motor activities integrated into school settings may support specific, functionally relevant components of balance in students with hearing loss, although the results should be interpreted with caution due to the small sample size and the heterogeneity of the participants. Full article

People with special needs often face barriers to participating in adapted outdoor leisure physical activities. A participatory action research project involving a nonprofit organization, a citizen with motor disabilities, and researchers aimed to co-develop a digital platform connecting people with special needs interested in outdoor leisure physical activities with trained volunteers. The adopted co-design methodology followed four stages: (1) Exploration (identifying users’ needs and preferences), (2) Co-design (defining key information and platform features), (3) Validation (prioritizing features), and (4) Development (implementing and testing the platform). This article focuses on stages 2, 3, and 4. During stage 2, key information and features were identified to support matching people with special needs and volunteers and informing users about adapted outdoor leisure physical activities. In stage 3, these elements were prioritized using eight key considerations, including technological (e.g., ease of use), environmental (e.g., avoiding redundancy with existing initiatives), organizational (e.g., availability of human resources), and financial factors (e.g., grant planning). Stage 4 resulted in the launch of Tandem Actif, followed by user testing to document user experience and guide improvements. This article details the application of co-design within a participatory action research project aimed at promoting safe, ethical, and accessible participation in outdoor leisure physical activities for people with special needs. Full article

Public transport is vital for social and economic life, but many people with disabilities still face exclusion due to both physical and psychosocial barriers. This study examined how psychosocial barriers influence public transport travel behavior among people with mobility, vision, and hearing disabilities in the City of Tshwane, South Africa. A quantitative survey was conducted using a structured questionnaire among 214 respondents. The results showed that fear of crime, lack of personal safety, anxiety when travelling alone or to unfamiliar places, and negative treatment by drivers and co-passengers are major deterrents to public transport use. Psychosocial barriers were significantly associated with travel behavior and a strong preference for private cars as well as ride-hailing services. Group comparisons revealed that individuals with vision disabilities experience significantly higher levels of transport-related fear compared to other groups. People with mobility and vision disabilities are more affected by negative attitudes from co-passengers compared to people with hearing disabilities. Psychosocial barriers are associated with low trip frequencies for non-essential activities, indicating suppressed travel. The study concludes that achieving inclusive urban mobility requires addressing psychosocial barriers alongside physical accessibility to ensure safe, dignified, and independent travel for people with disabilities. Full article

A recent umbrella review evaluated evidence-based interventions for children with developmental central hypotonia, including those with Down syndrome. Motor, sensorimotor, orthotics, positioning, mobility, and infant massage interventions are supported by positive but low- or very-low-quality evidence. Using a retrospective case report format, these interventions are described, and their proposed mechanism of action is examined through the F-words lens tool and from the perspective of the parent. Tummy time, compression garments, early supported sitting for grasp and reach, ON-Time use of a supported stepping device, and orthotics are all used in the context of coaching in natural environments and family-centered care. Full article

While many benefits exist from regular engagement in physical activity (PA), adults with intellectual and developmental disabilities often do not engage in the recommended levels of PA needed to access those benefits. Barriers, such as a lack of accessible environments or knowledgeable support staff, have been shown to limit participation in PA. This study used an explanatory sequential mixed methods approach to, first, examine the quantitative fitness outcomes of 31 adults with intellectual and developmental disabilities enrolled in an adapted fitness program, followed, second, by inspecting qualitative field observations of fitness classes and interviews with their fitness instructor for possible explanations of the earlier findings. Quantitatively, there was a significant reduction in body mass index after 12 months of participation, while additional fitness outcomes (such as situps and balance) were maintained. Qualitative findings from conducted field observations and interviews provided a possible rationale for these quantitative outcomes. Five themes were generated: (1) personalized goal setting; (2) progressive challenge; (3) safe and flexible environments; (4) connection and belonging; and (5) celebration of progress. These findings, in total, highlight the importance of building capability, providing opportunities, and incorporating motivational strategies to ensure that adults with intellectual and developmental disabilities can achieve positive outcomes from PA engagement. Full article

Wheelchair provision remains an essential component of rehabilitation and participation support for children with disabilities, yet there is limited evidence on how wheelchairs are incorporated into daily activities and schooling decisions in rural low-resource contexts where environmental, social, and service constraints are substantial. This study employed a strictly exploratory multiple case study design involving two children with disabilities. Two home visits were conducted for each case, and a qualitative, descriptive cross-case analysis was conducted by integrating semi-structured interview data with WeeFIM scores and ICF Environmental Factors ratings. Wheelchair provision supported short-distance mobility and engagement in household and community activities and reduced some caregiving demands. Positive experiences during outdoor mobility and community interactions contributed to enjoyment and confidence. However, inaccessible housing, limited transportation, and family concerns about safety and readiness continued to inhibit broader independence and school enrollment. Both children remained outside formal schooling, while activities offered by Special Education Centers provided meaningful but limited opportunities for social interaction and development. The findings highlight not only practical implications but also the conceptual importance of environmental constraints and the ambivalent role of family support in shaping participation in rural settings. Full article

Educational inclusion remains a global challenge, with teachers’ attitudes toward disability being crucial for the implementation of inclusive classroom practices. This study compares the attitudes toward disability of 252 teachers from Spain and Ecuador, two countries whose educational systems promote inclusion but differ in the maturity of their legislative and institutional frameworks. The aim was to examine cross-national differences in attitudes and analyze how personal and professional variables relate to these attitudes. A descriptive, observational, cross-sectional design was used. Data were collected through an online administration of the Attitudes Toward Persons with Disabilities Scale, Form G via non-probabilistic. The instrument assesses five attitudinal dimensions: capacity assessment, rights recognition, personal involvement, generic rating, and role assumption. Results showed that Spanish teachers reported significantly more positive attitudes than Ecuadorian teachers in all dimensions except role assumption. Among sociodemographic and professional variables, only Early Childhood Education training and prior experience working with individuals with disabilities consistently correlated with more favorable attitudes, while age and teaching experience demonstrated weak and inconsistent associations across countries. These findings underscore the influence of cultural, educational, and institutional contexts on teachers’ attitudes toward disability and highlight the need to reinforce both initial and ongoing preparation in inclusive education. Strengthening structured practicum experiences, socio-emotional competencies, and inclusion-focused coursework may contribute to more positive attitudes, while adapting training policies and inclusive practices to each country’s cultural characteristics is essential for effective and sustainable implementation. Full article

In the European Union (EU), cultural participation is recognised both as a human right and as a key factor in fostering a shared European identity. To promote access to culture, the EU has launched several initiatives, including the European Heritage Label (EHL), which aims to highlight heritage sites of symbolic significance for Europe. This article discusses how accessibility for persons with disabilities features in the EHL. It does so further by outlining the international obligations undertaken by the EU to promote participation in culture and ensure accessibility, particularly under the United Nations Convention on the Rights of Persons with Disabilities (CRPD). Drawing on a document analysis of key legal and operational EHL texts, the article demonstrates that accessibility is only partially integrated into the initiative and is weakly prioritised in both the site selection and monitoring processes. While self-reporting by the EHL sites on accessibility has improved in recent years, the measures adopted tend to be limited in scope and depth. Overall, the article calls for a stronger and more systematic integration of accessibility requirements within the EHL framework, as well as for the meaningful involvement of organisations of persons with disabilities in assessing and monitoring the accessibility of EHL sites. Full article

Sex education for students with autism spectrum disorder in Saudi Arabia remains limited and underdeveloped, raising concerns related to safety, body awareness, and healthy personal development during the school years. This qualitative study employed semi-structured interviews with four teachers and three family members and was analyzed using thematic analysis. Participants discussed school-aged autistic children educated in mainstream inclusive settings alongside peers with diverse learning profiles. All students referenced were verbally communicative, and some were reported to have co-occurring developmental or behavioral conditions. The findings revealed key challenges, including heightened vulnerability to harassment, limited understanding of bodily boundaries, and difficulties related to personal hygiene and privacy. Participants also identified substantial gaps in existing curricula, inconsistent teacher preparation, and limited access to guidance for families, resulting in fragmented approaches to sex education. The findings highlight the urgent need for culturally responsive, developmentally appropriate sex education curricula, targeted professional development for teachers and families, and strengthened collaboration between home and school. Such efforts are essential to promote safety, well-being, and protection for autistic students within the Saudi educational context. Full article

Teacher training should promote a social understanding of disability to support effective inclusive practices and reduce barriers. This study surveyed 150 pre-service primary and secondary teachers at one German university using a mixed-methods design to examine their attitudes toward inclusive education and their agreement with the social model of disability. It was found that participants held neutral to slightly positive attitudes toward inclusion and partially agreed with the social model of disability. Structural equation modeling revealed that social contact, even if limited, influenced the agreement with the social model of disability, but not the attitudes toward the inclusion of pupils with special educational needs in mainstream schools (CMIN/df = 1.50, CFI = 0.96, IFI = 0.96, TLI = 0.94, RMSEA = 0.06). Interview data showed that participants have concerns about working with these pupils, citing a lack of training in special education and inclusive practices. Full article