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The main objective of this paper is to critically reflect on the right to accessibility of persons with disabilities in India, with special focus on the context of public streets and environments. The paper draws on work carried out during the India-related part of the Inclusive Public Space Project, as well as judicial pronouncements, and the norms evolved by India as a party to the United Nations Convention on the Rights of Persons with Disabilities. In this paper, we briefly set out competing conceptions of accessibility and evaluate its constitutional and statutory manifestations. Further, the measures undertaken by the government in the form of policies, guidelines and campaigns to ensure accessibility in the Indian socio-political infrastructure are also assessed. The same is followed by the analysis of significant judicial precedents of the Supreme Court and High Courts on different aspects of the right to accessibility, to demonstrate how the courts have spearheaded various structural enhancements in the accessibility regime in India. The paper is concluded by drawing attention to the need for greater synchronicity in the adjudication and implementation of the principle of accessibility. [ABSTRACT FROM AUTHOR]

In this paper, I argue that the Committee on the Rights of Persons with Disabilities Guidelines on Deinstitutionalization, Including in Emergencies function as an instrument and template for reparative justice towards persons still in institutions and survivors of institutionalization. The Guidelines construct deinstitutionalization as a reparative process at both the systemic and individual levels, as well as calling for the creation of reparation and redress mechanisms. I examine the entire body of the Guidelines, highlight their reparative content, and point out where the text may fall short of this perspective and how the shortcomings might be remedied. This paper is grounded in the situation of psychiatric institutionalization and the concerns of people subjected to that system, emphasizing issues faced by this constituency and its human rights concerns for redress and legal and societal change. The issues addressed include the following: the strengthening of normative standards with regard to the abolition of psychiatric institutionalization and forced interventions and the obligation to immediately end these violations; a policy shift towards the de-medicalization of psychosocial disability; the implications of reparative justice in diminishing the role and authority of those that have operated institutions including the mental health system; the role of adult persons with disabilities as members of families and the role played by some family members in institutionalization; issues to be considered in designing reparations processes and mechanisms. Following some introductory remarks, this paper is structured to follow the outline of the Guidelines, quoting the text with interspersed comments and ending with a brief conclusion. [ABSTRACT FROM AUTHOR]

Many countries grapple with the tension between commitment to inclusive education reform and the closure of special schools. This tension is particularly problematic for countries, like Australia, that have ratified the Convention on the Rights of Persons with Disabilities (CRPD). The CRPD is clear that closing special schools is pivotal to protecting the rights of students with disability to an inclusive education. Some provinces in Canada are considered to be leaders in the movement away from segregated education for students with disability. This paper reports on a critical review of the Canadian literature to develop a conceptual framework of drivers for, and barriers to special school closure. Drivers and barriers were identified at four levels: (1) societal level; (2) system level; (3) school level and (4) community level, with implications for each discussed. The findings will inform policy implementation in countries striving to meet their CRPD obligations. [ABSTRACT FROM AUTHOR]

The Convention on the Rights of Persons with Disabilities was adopted with the intent of bringing about a paradigm shift in the way the general population perceives disability. The paper reports the findings of a qualitative inquiry that used a phenomenological approach to discuss the social grievances of persons with disabilities from a human rights-based perspective and in the context of the middleincome small island nation of The Maldives. Fifteen participants with disabilities, as well as carers and parents of children with disabilities, took part in the study. The findings indicated that the environment is physically disabling, and opportunities for participation, including access to quality education, and social protection for people with disabilities, are limited. The findings speak to the need for a shift in the social view that persons with disabilities are dependantsto enabling human diversity and facilitating the capabilities of persons with disability, their dignity and meaningful engagement in society. The paper concludes there is a need to explore further approaches to encouraging a shift in society and using a human rights approach to social protection to make progress towards the Leave No One Behind Agenda of 2030. [ABSTRACT FROM AUTHOR]

The UN Conventions on the Rights of Persons with Disabilities urges the establishment of inclusive education and expansion of educational opportunities to maximize access to education among children with disabilities (CwDs). However, more than 90% of 150 million CwDs do not have access to education Rather, they are left without school participation, specifically in developing countries and low-income settings. This scoping review aimed at discovering the literature available around the barriers and facilitators to accessing education for CwDs in low and lower-middle income countries in eastern Africa. Medline, CINAHL, Global Health, ERIC, and Embase were searched. After a rigorous systematic search of peer reviewed articles, 188 articles were obtained, and 15 studies were included within this scoping review after iterative and constant readings and screenings of selected articles. A review of grey literature was also conducted and compared to the results gathered from the research literature. In this paper, we report on a variety of barriers and facilitators to accessing education in low and lower-middle income countries in eastern Africa described by the literature. The study findings will inform inclusive education policy and practice, as well as future disability and inclusive education research. [ABSTRACT FROM AUTHOR]

The United Nations has called upon Governments that are signatory to the Convention on the Rights of Persons with Disabilities (CRPD) to adopt practical but progressive systems to transfer resources from segregated settings/special schools into mainstream schools. What will this mean for Australia's special schools, particularly given their significant rise in enrolments over the past decade? What will it mean for the education of Australian students with disability? In this paper, we examine recent Government reviews/inquiries into the education of Australian students with disability to determine whether future planned actions align with Australia's international obligations to move away from segregated schooling. We conclude by examining both the barriers and the potential for providing a high-quality education system that realises the UN's commitment towards inclusive schools and societies. [ABSTRACT FROM AUTHOR]

This research examines the incorporation of Design for All (DfA) in the human nutrition and dietetics curriculum within the European Higher Education Area (EHEA), aligning with the Convention on the Rights of Persons with Disabilities (CRPD). A bibliographic review in the Scopus database focused on literature connecting DfA with this degree. The study also analyzed Spain's legal and educational frameworks, including ANECA's White Book and Order CIN/730/2009. The findings highlight a gap in explicitly including DfA in Spanish universities' curricula for this degree. The paper stresses the importance of integrating DfA across essential courses like public health and diet therapy. It suggests a pedagogical approach blending theory, problem-solving, and service-learning to foster an understanding of inclusivity. The article proposes strategies for embedding DfA in the curriculum, recommending the development of specific subjects and integrating DfA content into existing courses. This approach aims to prepare future professionals to offer inclusive nutrition and dietetic services, ensuring equitable access and participation for all, including those with disabilities. This curricular integration is vital for addressing societal needs and upholding quality and inclusivity in health services. [ABSTRACT FROM AUTHOR]

Background: With reference to the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD), a fundamental change in psychiatric care in Germany was proposed in 2019 by Zinkler and von Peter, supported by a legal perspective from Kammeier, which has since led to controversial debates. Essentially, the aim is not only to reduce coercion in psychiatry to a minimum, but also to fundamentally exclude it in a psychiatry that only provides care. The function as an agent of social control is to be returned from psychiatry to state institutions. Psychiatric hospitals will only admit patients with their consent; patients who refuse therapy will not be admitted regardless of their capacity for self-determination and will remain untreated or, if they have committed a criminal offence or threaten to commit a criminal offence, they will be taken into custody or imprisoned in accordance with the legal regulations applicable to all people. There they will receive psychiatric care if they so wish. Aim of the paper: The paper outlines the background of this concept, including international sources, traces the discussion in German specialist literature and takes a critical look at it. Results: The criticism is primarily directed against the fact that responsibility for a relevant proportion of psychiatric patients would be handed over to the police and judiciary and that, as a result, two realities of care would be established that would considerably differ in terms of quality. Conclusion: Arguments are put forward in favor of retaining the function of social control and considerations are suggested as to how caring coercion can be largely minimized. [ABSTRACT FROM AUTHOR]

Background: User involvement and participation in the supervision of the quality of care is an important topic for many healthcare inspectorates. It offers regulators an additional view on quality, increases the legitimacy and accountability of the inspectorate, empowers users and enhancing the public's trust in the inspectorate. To assess the accessibility of the local governmental social domain services the Joint Inspectorate Social Domain in the Netherlands worked together with people with intellectual disabilities performing as 'mystery guests' in an innovative project. This paper describes the findings of the evaluation of this project. Methods: People with intellectual disabilities living at home on their own may need some help with daily activities such as administrative tasks, raising children, household tasks, managing debts or finding work. In the Netherlands they have to arrange this help at their municipality. The goal of this project was to find out how easily people with intellectual disabilities could get help from their municipality. The participants were equal partners with the JISD inspectors from the beginning: in constructing an inspection framework, in acting as mystery guest with a fictive support request, reported back the results by storytelling. Results: The evaluation of the project showed that the JISD succeeded in their key aspect of the project: the goal to involve people with intellectual disabilities in a leading role from the beginning until the end. Their perspectives and preferences were the starting point of supervision. Pain points in accessibility became clear straight away and gave important insights for both inspectors as municipality professionals. Municipalities started to improve their services and evaluated the improvements with the clients. Furthermore, the impact on the participants themselves was also huge: they felt being taken seriously, valued and empowered. Conclusion: Involving people with intellectual disabilities as participants in all phases of supervision processes contributes to more relevant and useful outcomes, creates mutual understanding of perspectives, as affirmed by both municipalities and inspectors, and creates empowerment of the participants. Furthermore, it fits perfectly within the United Nation Convention on the rights of persons with disabilities and the current development of 'value driven regulation'. [ABSTRACT FROM AUTHOR]

Children with development disabilities are guaranteed at the international and national full and effective participation in society on an equal basis with others. They exercise their rights in the family and community in which they live. Therefore, the family and the community, as well as public policies, are factors that affect the life and realization of the rights of children with development disabilities. The aim of the paper is to gain insight into the community support for children with development disabilities and their families as well as into the realization of the rights of children with development disabilities in the city of Vukovar from the perspective of their parents. The qualitative research was conducted with parents of children with development disabilities. The results indicate the following challenges faced by parents of children with development disabilities living in the city of Vukovar: late diagnosis, lack of public and community services and professionals, lack of understanding and support in the family and community, lack of information about the rights of children and parents, challenges in the field of education, absence of parents' right to balance professional and private life, lack of leisure time for parents and fear of parents for the future of the child. [ABSTRACT FROM AUTHOR]

This editorial introduces a two-part Special Issue on the Disability Royal Commission and People with Intellectual Disabilities in Australia. The Commission was established in 2019 to investigate violence, abuse, neglect, and exploitation of people with disabilities. The Commission's Final Report, delivered in 2023, included 222 recommendations, some of which were not unanimous. The report covers a wide range of issues and includes the perspectives of people with disabilities. The Commission's work involved public hearings, private sessions, and community engagements. The report has generated controversy, as it focuses on negative experiences and poor-quality services, without exploring positive experiences and factors contributing to good quality services. The text also discusses the challenges faced by governments in responding to the Commission's recommendations and mentions the release of the Independent Review of the National Disability Insurance Scheme (NDIS), which intersects with the Commission's recommendations. The text provides guidance on accessing the Commission's publications, submissions, public hearings, and other resources. It introduces the articles in Part 1 of a Special Issue that critically analyze the Commission's findings and recommendations on various topics related to people with intellectual disabilities. The text concludes by mentioning that Part 2 of the Special Issue will include additional articles on education, health, and Positive Behaviour Support. [Extracted from the article]

Article 12 of the United Nations Convention on the Rights of Persons with Disabilities has been instrumental in driving the development of the concept and practice of supported decision making. An important feature has been the development of "supported decision making pilots." This paper identifies, describes and analyses pilot programmes providing support for decision making for people with cognitive disabilities in Australia and internationally between 2016 and 2021. It finds that challenges included providing support for socially isolated people and adequately resourcing those programmes. However, most pilots reported positive outcomes for decision makers, adding to the evidence base for claims to be made about the positive impact of supported decision making on the lives of people with disabilities. The pilots demonstrate that, internationally, there is an emerging set of programmes that seek to promote supported decision making incrementally through developing focussed community awareness and practice. While still small‐scale, time‐limited and experimental, with different levels of rigour in practice and evaluation, they provide some foundation and a preliminary evidence base for larger interventions and reforms in the future. [ABSTRACT FROM AUTHOR]

This document discusses the concept of inclusive digital education and its importance in promoting diversity and inclusion in schools. It explores the potential of educational technology to support inclusive practices and addresses the challenges and barriers that marginalized learners face in traditional educational systems. The document also includes a special issue that features papers on various aspects of digital inclusion, such as parental involvement, the role of teachers, and the impact of technology on learner motivation. Overall, the document emphasizes the need for critical perspectives and effective policy frameworks to ensure successful digital inclusion in education. [Extracted from the article]

This article explores a research project that aimed to develop online bilingual resources for people with disabilities and their families from Syrian and Iraqi refugee backgrounds in Australia. The project used a co-design approach, involving workshops and online collaboration to identify barriers to service access and develop resource content. The resources, including videos and postcards, were created in Arabic language to address the identified barriers. The project faced challenges due to the COVID-19 pandemic but successfully produced practical resources that were disseminated through various channels. The article emphasizes the importance of co-design and participatory action research in developing culturally sensitive and accessible resources for individuals with disabilities and their families from refugee backgrounds. [Extracted from the article]

Over the past few years, some parents and clinicians in the UK have argued about decisions on the fate of critically-ill children, with the cases ending in protracted and emotionally-sapping legal disputes. The long-running legal conflicts have played out in the public eye, eliciting conflicting opinions. At the core of the disputes is whether parents or clinicians should determine the appropriate course of action. In the event of the disagreements, the domestic court intervenes guided by the 'best interests' principle. A corpus of scholarship, falling on either side of the debate, has captured the contradictions. Until recently, the discourse had focused on the common recourses to domestic courts and the European Court of Human Rights. However, in the recent case of incapacitated 12-year-old Archie Battersbee, his parents sought redress from the international human rights system through the Committee on the Rights of People with Disabilities to stop termination of his life support. The courts barred the involvement of the Committee on the basis that the UK had not incorporated the treaty which birthed the Committee. The case brought into sharp focus the relationship between international law and domestic law. First, this paper asserts that the weight (not) given to international law by the domestic courts was inconsistent with its treatment of international obligations in other cases. Secondly, the position that unincorporated treaties do not have legal effect in domestic proceedings is ambiguous. Finally, the treaty body appeared ill-suited to handle a case of a critically-ill child in the face of the impatient demands of local justice. [ABSTRACT FROM AUTHOR]

In this paper, I argue that the Committee on the Rights of Persons with Disabilities Guidelines on Deinstitutionalization, Including in Emergencies function as an instrument and template for reparative justice towards persons still in institutions and survivors of institutionalization. The Guidelines construct deinstitutionalization as a reparative process at both the systemic and individual levels, as well as calling for the creation of reparation and redress mechanisms. I examine the entire body of the Guidelines, highlight their reparative content, and point out where the text may fall short of this perspective and how the shortcomings might be remedied. This paper is grounded in the situation of psychiatric institutionalization and the concerns of people subjected to that system, emphasizing issues faced by this constituency and its human rights concerns for redress and legal and societal change. The issues addressed include the following: the strengthening of normative standards with regard to the abolition of psychiatric institutionalization and forced interventions and the obligation to immediately end these violations; a policy shift towards the de-medicalization of psychosocial disability; the implications of reparative justice in diminishing the role and authority of those that have operated institutions including the mental health system; the role of adult persons with disabilities as members of families and the role played by some family members in institutionalization; issues to be considered in designing reparations processes and mechanisms. Following some introductory remarks, this paper is structured to follow the outline of the Guidelines, quoting the text with interspersed comments and ending with a brief conclusion.

The editorial of the journal "Disability Education" discusses the current developments in Germany regarding the implementation of the UN Convention on the Rights of Persons with Disabilities. Despite noticeable progress, there are still many problems with the inclusion of people with disabilities. The Federal Government Commissioner for the Rights of Persons with Disabilities and the German Institute for Human Rights have now presented a paper with key demands that relate to various areas such as accessibility, education, protection against violence, employment, and housing. It remains to be seen whether these demands will be implemented. [Extracted from the article]

For decades, there has been growing advocacy and policy reform to provide an inclusive education for students with disabilities which has since been specified as their human right under the Convention on the Rights of Persons with Disabilities. Teachers play an essential role in implementing inclusive education, yet they describe inadequate support to ensure its success. This study aims to identify and synthesise research examining teachers' perceived support needs for implementing inclusive education in classrooms that were published between 2007 and 2020. A systematic procedure was used to identify articles which resulted in the selection of 25 studies for the review. Results revealed that teachers often advocate for appropriate teacher professional learning, improved availability of teaching assistants and sufficiency in resourcing. Teachers also noted the importance of being able to appropriately modify and adapt the curriculum, as well as to collaborate with other teachers, and being given adequate time to plan and to teach in smaller classes. [ABSTRACT FROM AUTHOR]

This article reports on ways in which United Nations human rights treaties can be used as a normative framework for evaluating program outcomes. In this article, we conceptualize a human rights-based approach to program evaluation and locate this approach within the broader evaluation literature. The article describes how a rights-based framework can be used as an aspirational set of indicators for program evaluations to promote activities that align with internationally agreed-upon human rights norms. We then describe a case study of the evaluation through which this method was developed, including its sampling design, methodology, and findings. The United Nations International Children's Fund (UNICEF) inclusive education evaluation described highlighted the need for conceptual clarity around what inclusive education is, and the importance of contextualized innovation toward meeting the educational rights of children with disabilities. Human rights perspectives and evaluation designs can help create such clarity, but should also be used with care. [ABSTRACT FROM AUTHOR]

Architectural, digital and information and communication accessibility is, according to the Law [1], accessibility that meets the requirements of universal design and reasonable accommodation within the meaning of the Convention on the Rights of Persons with Disabilities. According to the law, providing accessibility to persons with special needs is the responsibility of public transport entities including maritime operators. Persons with special needs are those who, due to their characteristics or the circumstances in which they find themselves, need to take additional measures to overcome barriers that prevent or hinder their participation in various spheres of life on an equal footing with others. Thus, these are not only people with disabilities, but also, as the explanatory memorandum to the law indicates, other dependents, the elderly or parents with children. The publication, within the framework of the methodology of the process approach to the management of transport organizations, defines a proposal for the basic criteria of the Accessibility Management System for Integrated Interchanges (AMSII), which will ensure compliance with all the requirements of the Law and related acts. [ABSTRACT FROM AUTHOR]

Disabled people face many social problems in their lives, as outlined by the UN Convention on the Rights of Persons with Disabilities. These problems often increase when disabled people also belong to another marginalized identity. The first aim of this study was to report on the extent and what intersectionalities are mentioned in academic abstracts in conjunction with disabled people. Various intersectional concepts are used to discuss intersectionality-related issues. The second aim was to ascertain the use of intersectionality-based concepts to discuss the intersectionality of disabled people. The field of intersectional pedagogy emerged to discuss the teaching of intersectionality linked to various marginalized identities. The third aim was to ascertain the coverage of how to teach about the intersectionality of disabled people in the intersectional pedagogy-focused academic literature we covered. Ability judgments are a general cultural reality. Many ability judgment-based concepts have been developed within the disability rights movement, disability studies, and ability-based studies that could be used to discuss the impact of ability judgments on the intersectionality of disabled people and enrich the area of intersectional pedagogy. The fourth aim was to ascertain the use of ability judgment-based concepts to analyze the intersectionality of disabled people. To obtain data for the four aims, we performed a manifest coding and qualitative content analysis of abstracts obtained from SCOPUS, the 70 databases of EBSCO-HOST and Web of Science, and an online survey in which we ascertained the views of undergraduate students on social groups experiencing negative ability-based judgments. As to the 34,830 abstracts that contained the term "intersectionality"; the 259,501 abstracts that contained the phrase "intersection of"; and the 11,653 abstracts that contained the 35 intersectionality-based concepts, the numbers for these abstracts that also contained the disability terms we used for our analysis were 753, 2058, and 274 abstracts, respectively, so 2.16%, 0.79%, and 2.35%, indicating a low academic engagement with the intersectionality of disabled people. We found many different intersectionalities mentioned in conjunction with disabled people, but most were mentioned only once or twice, with the main ones mentioned being race and gender. The literature covered made little use of most of the 52 intersectionality-based concepts we looked at (35 identified before the study and 17 more identified during the analysis). The literature covered also did not link to the area of intersectional pedagogy. Of the 25 ability judgment-based concepts, only the term ableism was used. As to the surveys, most students saw many of the social groups experiencing negative ability judgments, suggesting that the ability judgment-based concepts might be a useful tool to discuss intersectional consequences of ability judgments, such as intersectional conflict. Our data might be useful for intersectionality studies, intersectional pedagogy, disability studies, ability-based studies, and other academic fields that engage with intersectionality or with disability issues. Our study might also be useful for academics covering various topics to engage with the intersectionality of disabled people as part of their inquiries. [ABSTRACT FROM AUTHOR]

Disability-inclusive laws and policies – while not sufficient on their own to advance substantive equality – are an essential step that all countries can take to advance non-discrimination and equity in education for children and youth with disabilities. This is the first study to comprehensively review national law and policy guarantees in 193 countries to assess the extent to which countries have harmonized national laws and policies with international commitments to inclusive education articulated in the Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals. While strong guarantees exist across diverse countries, we find that notable gaps remain. Forty-six percent of countries do not broadly prohibit disability-based discrimination through the completion of secondary education. Legislation in 35% of countries does not guarantee persons with disabilities access to integrated education in mainstream education environments along with necessary individualized accommodations through the completion of secondary school. Thirty-one percent of countries that make primary education compulsory do not pair compulsory education with guarantees to integration in mainstream education environments and individualized supports for students with disabilities. These findings can inform reforms in countries without national guarantees and bolster support for implementation in countries where strong legal guarantees to inclusive education already exist. [ABSTRACT FROM AUTHOR]

This article provides an overview of Canada's Medical Assistance in Dying (MAID) regime, discussing the resistance and debates surrounding it. It highlights concerns raised by disability rights advocates about the discriminatory and eugenic nature of the law, and emphasizes the need to consider disability perspectives in MAID legislation. The article also explores the challenges and controversies surrounding the expansion of MAID, including the inclusion of mental illness as a criterion. It emphasizes the importance of protecting the rights and equality of disabled individuals in the MAID discourse. [Extracted from the article]

The adoption of the UN Convention on the Rights of Persons with Disabilities has brought about extensive education policy reforms towards inclusive education in many countries around the world. At the same time, it has been observed that intergovernmental organisations and non-state actors have been extensively involved in establishing these reforms. To better understand the roles of these actors in this field, we conducted a systematic literature review combined with network visualisation techniques. Specifically, we applied the policy cycle framework to analyse peer-reviewed articles published between 2006 and 2020 on the implementation of inclusive education and the roles of intergovernmental and non-state actors therein. The systematisation of findings from the studies included in our review indicates that inter- and non-governmental organisations are the dominant actor groups, which become involved through the provision of capacity development support and implementation in practice. At the same time, researchers and experts are becoming increasingly involved at different stages of the policy cycle, from policy formulation, to capacity development, to implementation in practice. Overall, our results provide a comprehensive picture of intergovernmental and non-state actor involvement in inclusive education and can contribute to a better understanding of implementation processes in the field of inclusive education. [ABSTRACT FROM AUTHOR]

A key innovation of the United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD) is its recognition of the critical importance of the principle of meaningful participation in realising the rights enshrined in the treaty document. Hence, the CRPD is the first human rights treaty to mandate the participation of civil society in the implementation and monitoring of the treaty. What happens, however, in a non-liberal society where human rights activism is potentially risky and lacks cultural resonance? This article turns to Singapore as a case study and analyses how one particular cross-disability representative organisation participated in the CRPD monitoring process through the ritualistic mobilisation of disability rights. This mobilisation was enabled by the CRPD's obligations of conduct, which provide a justification for their participation in the CRPD monitoring process. Hence, the usual risks associated with human rights activism in Singapore can be mitigated because these activists are technically assisting the Singapore government in fulfilling its obligations under the treaty. Such tactics of ritualistic mobilisation are aimed ultimately at the ritualisation of disability rights, which refers to the entrenchment of the human rights model of disability policy as the dominant political paradigm through which to approach disability issues. In addition to demonstrating the impact of obligations of conduct enshrined in the CRPD on the mobilisation of disability rights, this article adds to the growing recognition in socio-legal and human rights scholarship that civil society participation and rights mobilisation may take a variety of forms, not only the more explicit or confrontational modes that feature in Western liberal democracies. It also contributes to the growing literature on disability movements in East Asian developmental welfare states by attending to how disability rights and the CRPD are mobilised in the region to realise a more just and equal society for disabled people. [ABSTRACT FROM AUTHOR]

China ratified the Convention on the Rights of Persons with Disabilities (CRPD) in 2008. Hong Kong, as a Special Administrative Region of China is thus also obligated to implement this treaty. CRPD Article 13 protects the right to access to justice for people with disabilities, including Deaf and Hard-of-Hearing (DHH) individuals. In Hong Kong, research exploring the implementation of CRPD Article 13 in practice is lacking. This study utilizes in-depth interviews and case studies of deaf individuals, a case worker, and a barrister as its methodological approach. It aims to investigate the implementation of CRPD Article 13 within the criminal justice system in Hong Kong through the lived experiences of DHH individuals. The findings of the research suggest that there are significant gaps in the implementation of CRPD Article 13 for DHH individuals in Hong Kong. Institutional, communicative, and attitudinal barriers highlighted in the CRPD are identified in the experiences of DHH individuals with the legal system, indicating an insufficiently comprehensive system to ensure equal rights for DHH individuals. [ABSTRACT FROM AUTHOR]

The article delves into the Specialist Disability Accommodation program, a support initiative provided by the National Disability Insurance Scheme in Australia, aimed at facilitating housing solutions for individuals with extreme functional impairments or high support needs. It highlights the positive impact of the program while addressing its complexities and areas for improvement such as the interaction between the social housing sector and the SDA program and the complexity of SDA processes.

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This article offers a critical examination of disability rights in Canada in four policy domains: (a) the concept of disability; (b) non-discrimination and equality; (c) accessibility and inclusion; and (d) income support. The Convention on the Rights of Persons with Disabilities and scholarship from disability legal studies and the applied philosophy of disability provide normative benchmarks for the inquiry. The article identifies several shortcomings within political arrangements, policies, laws, and judicial decisions and traces them back to outdated but enduring conceptions of disability – namely, the 'medical model,' the 'charity model,' as well as other impacts of an ableist ideology, such as the normalization and disenfranchisement of persons with disabilities. [ABSTRACT FROM AUTHOR]

This document is an editorial published in Frontiers in Psychology titled "Digital participation and communication disorders across the lifespan." The authors discuss the importance of digital participation for individuals with speech and communication impairments. They argue that the current definitions of digital participation do not adequately address the needs of this population and propose using the World Health Organization's International Classification of Functioning, Disability and Health (ICF) as a framework to understand the different components involved. The authors highlight the various activities relevant to digital participation and provide examples from different categories in the ICF. They emphasize the need for individuals with communication impairments to have the ability to perform activities in the digital world in the way they wish to. [Extracted from the article]