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This column explores the pervasive influence of information technologies in academic libraries and underscores the critical role of librarians and professional staff in navigating and thriving within this technology-rich environment. As libraries increasingly integrate advanced technologies such as AI, digital asset management systems, and online communication platforms, addressing ableism and ensuring accessibility becomes paramount. The paper highlights key areas where ableism can manifest, including Zoom meetings, information technology, digital asset management systems, community of practice documents, instructional design, collection development, library programming and events, reference and research services, scholarly communications, information literacy, and artificial intelligence. For each area, practical strategies are provided to decrease ableism and promote inclusivity. By fostering an environment that prioritizes accessibility and inclusivity, librarians can better connect users to information resources and ensure that all individuals, regardless of ability, can fully engage with and benefit from library services. This column aims to equip librarians with actionable insights and tools to create more equitable and just academic libraries. [ABSTRACT FROM AUTHOR]

Several institutional aspects within the U.S. public school system impede the delivery of adapted physical education (APE) services to disabled children, including a lack of understanding and prioritization of these services by the special education team and a lack of qualified APE professionals to deliver these services. Thus, we conducted a qualitative inquiry grounded in a critical-ableism perspective to explore special education gatekeepers' experiences and perspectives of APE. Gatekeepers included parents, physical educators, and school administrators. Using a reflexive thematic analysis, we developed four interrelated themes: (a) disregard, negative, and charity mindsets toward disability; (b) systemic challenges in valuing and prioritizing APE; (c) presence as inclusion: (un)intentional marginalization in physical education; and (d) physical education for my child was a nightmare. These findings illustrate the complexities around the provision of physical education and APE to disabled children. [ABSTRACT FROM AUTHOR]

This study explored the classification experiences and views of Para Alpine skiers with visual impairment. Data from 11 interviews were analyzed using reflexive thematic analysis to generate three themes: Suitability—The skiers questioned the suitability of the visual measurements, testing environment, and the information they received regarding classification; Exclusivity—Skiers felt certain aspects of the system remain exclusive due to the restrictions of sport classes and lack of the athlete voice; and (Dis)trust—Skiers felt distrust in those implementing the system and in other athletes due to intentional misrepresentation. Speculation surrounding this resulted in the skiers' feeling doubt in their own classification. While there is not a "one size fits all" approach to classification, understanding skiers' experiences can be a vital first step and will help to guide future research into the evolution of this sport's classification. [ABSTRACT FROM AUTHOR]

Nature sports have been touted for their value "as ways of pursuing excellence and relating to the environment" (Krein 2014, 207). This value, however, is not widely available, in large part due to structural features that create barriers to access for all but able-bodied white men possessing substantial disposable income. In this paper, we will analyse four 'isms' that are prominent in nature sport: ableism, classism/elitism, racism, and sexism/heterosexism. Through an examination of nature sports like surfing, skiing, snowboarding, and climbing, we argue that the current culture of nature sports contains institutionalized isms. If we are to create spaces for inclusion and authentic participation and experiences in nature sports, then change needs to occur. To that end, we will address counterculture(s) and programs that challenge the ism-saturated established norms of nature sports, removing barriers to access and opening value-laden opportunities for all. [ABSTRACT FROM AUTHOR]

Purpose: This study examined how ableism influences blind and visually impaired women's experiences accessing and engaging in exercise, physical activity, and sport. Methods: Ten women between the ages of 27 and 45 years completed a one-on-one audio-recorded virtual interview where they reflected on the meaningfulness of their exercise, physical activity, and/or sport experiences, as well as described any experiences related to direct, indirect, systemic, or internalized ableism within or when attempting to access those physical activity experiences. The interview transcripts were analyzed using reflexive thematic analysis. Findings: The analysis resulted in the construction of 2 themes that depicted the participants' experiences: (1) "It's exhausting": navigating inaccessibility and (2) "You feel like a fish out of water": internalized ableism. Discussion: The themes highlight the participants' experiences which were largely focused on being forced to navigate inaccessible environments which resulted in exhaustion and expressions of internalized ableism. These findings provide insight into what makes and does not make a physical activity space accessible and welcoming for blind and visually impaired adults. [ABSTRACT FROM AUTHOR]

Background: Normative motor skill assessments occupy a privileged position in physical education scholarship and practice. So much so, in fact, they manifest as commonsense cultural arrangements in most movement contexts, including adapted physical education. The proliferation of such tools has generally been uncontested, until now. Purpose: We argue that normative motor skill assessments have ableist underpinnings and consequently may do more to subordinate, rather than empower disabled children. More specifically, we suggest that normative motor assessment tools and criteria, perhaps unintentionally, highlight what is perceived to be wrong, bad, and faulty about the ways disabled bodies look and move, thus reinforcing ableist norms and values relating to ability. Conclusions: We end by encouraging adapted physical education scholars and practitioners to critically reflect on ableist notions of ability, particularly as they relate to movement competence, and to work with disabled children because of their embodied experiences to co-design assessments that are more meaningful to disabled children. [ABSTRACT FROM AUTHOR]

Police brutality is a salient issue in recent years, especially in the United States. Black, Indigenous, and People of Color (BIPOC), as well as disabled people, experience higher rates of police violence than white and nondisabled individuals, and it is important to recognize and scrutinize this pattern of injustice. This project investigated police interactions with members of the D/deaf and Hard of Hearing (Deaf/HH) community, and analyzed the intersection of race and disability in the context of policing. Four Deaf/HH individuals were surveyed, and twenty anecdotal accounts from social media were analyzed. Research findings indicate that the Deaf/HH community faces unique challenges when interacting with police. These include difficulties communicating hearing status, misinterpretation of Deaf/HH communication methods, the formulation of strategies for safely navigating police encounters, the intersection of race and disability, and accessibility concerns. The consequences of these issues can be dire, often deadly, and thus potential solutions are discussed to help mitigate future harm. [ABSTRACT FROM AUTHOR]

Abstract\nPoints of interestSexual well-being is an integral part of human well-being. However, sexual well-being remains understudied among young disabled people, and there is a lack of consensus on conceptualizing sexual well-being to guide programs, research, and policy. This study helps to fill this gap by exploring sexual well-being among young disabled people in Ontario, Canada. Twenty-four interviews were conducted with young people who have previous experience with a social worker. Participants discussed how they conceptualize sexual well-being, how their meanings of sexual well-being have changed over time, and the intersection of disability and sexual well-being in their lives. Meanings of sexual well-being were shaped using a sex-positive perspective. Participants provided insights into how the desexualization of disabled people impacts their sexual well-being by perpetuating internalized ableism and shame. The findings highlight the importance of designing, delivering, and implementing anti-ableist services and education that are accessible and suitable for disabled young people.This article discusses sexual well-being among 24 young disabled people in Ontario, Canada.Participants talked about how their views on sexual well-being changed over time.Many participants said sex education in school was harmful, explaining that it often left out disabled people.Participants often felt the need to put others first or felt undeserving of sexual well-being due to internalized feelings of unfair treatment.Young disabled people face extra challenges and ‘costs’ in achieving sexual well-being, such as needing more time for planning and finding the right resources.This article discusses sexual well-being among 24 young disabled people in Ontario, Canada.Participants talked about how their views on sexual well-being changed over time.Many participants said sex education in school was harmful, explaining that it often left out disabled people.Participants often felt the need to put others first or felt undeserving of sexual well-being due to internalized feelings of unfair treatment.Young disabled people face extra challenges and ‘costs’ in achieving sexual well-being, such as needing more time for planning and finding the right resources. [ABSTRACT FROM AUTHOR]

Abstract\nPoints of interestChildren with dyslexia are at greater risk than their peers of developing mental health conditions. While it is understood that the school context has some influence over this relationship, little is currently understood about the role interpersonal interactions between dyslexic children and their peers or educators have on their well-being. This paper draws on semi-structured interviews with 10 Australian dyslexic children and describes the interpersonal interactions within the school setting that the children perceived as negative. Using qualitative content analysis, the study sought to identify which of Keller and Galgay’s domains of microaggressions were encountered by the children. The study found that the children experienced a range of ableist microaggressions from both peers and educators. The findings contribute to the current understanding of microaggressions by revealing how young dyslexic children face multiple exposures to messages that demean their status due to their dyslexia.Children with dyslexia are at greater risk of experiencing poor mental health outcomes such as low self-esteem and anxiety.Ableist microaggressions convey messages that dyslexic children are perceived as less capable than their peers.Both educators and peers enact microaggressions in the primary school context.The intersection of ableist microaggressions toward dyslexic student in the primary school context has not yet been described.Dyslexic students experience a range of different forms of microaggressions.Exposure to microaggressions in the primary school setting has an emotional impact on dyslexic students. [ABSTRACT FROM AUTHOR]

Abstract\nPoints of interestThis paper is part of a five-year research into disability representation in Nollywood and Nigerian culture. While analysing data for the research, a recurrent way for representing and understanding disability was discovered called the bad belle model. The term bad belle model is used to describe views that disabled people are innocent victims of other people’s malice. Thus, this paper analyses Nollywood films and focus group data with disabled people in Nigeria to identify how the bad belle model manifests and its cultural underpinning as a way of extending understanding about the various ableist positions within society as well as contribute to the theorisation of disability shame. Nollywood, the Nigerian film industry, is the second largest cinema in the world according to number of productions. The industry is also nestled against Nigerian cultures which contribute to its ideological positions as much as Nollywood contributes to audience perception of disabilities.The bad belle model explains one of the prominent ways for understanding disabilities and disabled people in Nigerian cinema and culture.Ableist backgrounds found in religion and culture give potency to the bad belle model.The position of the bad belle model is that people can maliciously cause each other a disability.The bad belle model promotes disability shame.This paper reflects on the damaging stereotypes that the bad belle model promotes about disabled people in an era of critical disability theory.The bad belle model explains one of the prominent ways for understanding disabilities and disabled people in Nigerian cinema and culture.Ableist backgrounds found in religion and culture give potency to the bad belle model.The position of the bad belle model is that people can maliciously cause each other a disability.The bad belle model promotes disability shame.This paper reflects on the damaging stereotypes that the bad belle model promotes about disabled people in an era of critical disability theory. [ABSTRACT FROM AUTHOR]

Ableism against PWDs can be expressed in two opposing extremes: at times, they are perceived as incapable, while at other times, they are seen as capable of accomplishing anything. This study aimed to assess whether exposure to a group of PWDs through a media campaign related to the Paralympic Games (PG) could minimize ableism and improve children’s perceptions of PWDs. The study involved 137 children, aged between seven and eleven years, attending seven different classrooms from third to fifth grades in a public school in southern Brazil. We collected data through two dynamics in their respective classrooms: initially, we asked the children to individually write five keywords that came to mind when thinking about a person with a disability; subsequently, we conducted group interviews to gain deeper insights into their perceptions. Following this, we exposed them to the media content, and the same activities were repeated to compare perceptions before and after exposure. We developed an inductive thematic analysis and concluded that, prior to the contact, the children predominantly perceived PWDs in terms of their impairments, neglecting other possible characteristics. They also tended to view PWDs as dependent and incapable. However, post-exposure, the children began to recognize the abilities of PWDs, noting activities they previously did not associate with PWDs, such as participating in high-performance sports and artistic activities. Nevertheless, the video also had a negative effect: 15 children came to believe that PWDs are capable of everything, an unrealistic expectation for any individual, with or without disabilities. This research underscores that contact with media content can serve as an educational tool in combating prejudice, yet it necessitates pedagogical mediation to prevent the reinforcement of ableist extremes. [ABSTRACT FROM AUTHOR]

Abstract\nPoints of interestMothers of dyslexic children take on additional responsibilities such as interacting with their children’s educators as a means to support their children’s education. While this allyship is seen as beneficial to the well-being and academic outcomes of the children, these parent-school interactions can often be fraught with challenges. This paper reports on semi-structured interviews with 10 Australian mothers of dyslexic children and the microaggressions that were evident in their interactions with their children’s educators. Employing qualitative content analysis, the study determined that many of Keller and Galgay (2010) domains of ableist microaggressions were communication to parents and conveyed messages that demeaned either the children or the mothers. The findings indicate that mothers experience ableist microaggressions both vicariously through their children’s experiences and as a primary adjacent experience as part of their allyship to their child.Mothers of dyslexic students act as allies to their children when interacting with their educators.When acting as allies, mothers were subjected to a range comments that demeaned or devalued them or their children.These comments conveyed messages that the dyslexic children were considered to be less capable than or valued less than their peers, and that the mother’s allyship was not welcomed.The mothers experienced these comments, also known as ableist microaggressions, either first hand, or when their children shared stories of what had been said to them.Mothers of dyslexic students act as allies to their children when interacting with their educators.When acting as allies, mothers were subjected to a range comments that demeaned or devalued them or their children.These comments conveyed messages that the dyslexic children were considered to be less capable than or valued less than their peers, and that the mother’s allyship was not welcomed.The mothers experienced these comments, also known as ableist microaggressions, either first hand, or when their children shared stories of what had been said to them. [ABSTRACT FROM AUTHOR]

Informed by austerity politics, struggling school districts have closed buildings to pursue cost savings. We investigate the factors affecting which schools are shuttered, proposing that the share of students with an Individualized Education Program (SIEP) influences the way building utilization is measured because of the different instructional spaces required. We examine the case of elementary schools in Chicago, where 44 of 402 schools were closed in 2013. Simulating administrative decision-making parameters with a logistic regression model and demographic, student, and school data, we find that Chicago Public Schools was more likely to close school buildings with higher shares of SIEPs. Such punitive measures reflect the politics of austerity and disposability, leaving students with disabilities, particularly those in low-income neighborhoods of color, with fewer educational options. [ABSTRACT FROM AUTHOR]

Disabled scholars are seriously underrepresented in academia and experience some of the highest rates of harassment of any protected class within the post-secondary educational system. This paper recounts my personal experience as someone living with Ehlers Danlos syndrome (EDS), postural orthostatic tachycardia syndrome (POTS), mast cell activation syndrome (MCAS), and endometriosis. Focusing on lived examples of ableism and approaches to advocacy, I highlight barriers to disabled individuals within the academic field of environmental science. I further argue that the pervasiveness of ableism within the environmental field is especially insidious, as such barriers limit the ability of ∼1/5 of the population to contribute to addressing environmental degradation. This account provides insights to administrators seeking to improve their organization's treatment of disabled faculty and staff, to faculty and staff seeking to improve their treatment of disabled colleagues, and to disabled scholars currently navigating an ableist education system and job market. [ABSTRACT FROM AUTHOR]

During lockdown in March 2020, daily outdoor exercise was encouraged but little consideration was given to the feasibility of this for visually impaired (VI) people, for whom social distancing measures presented significant challenges. Drawing upon the concepts of ableism and ocularcentrism, this article explores VI peoples' lived experiences of outdoor running (or not) during the COVID-19 pandemic. Eight VI runners participated in two semi-structured interviews during the pandemic. This longitudinal approach captured the impact of changing restrictions, personal circumstances, and seasons. Their running practices were shaped in complex and varied ways depending on impairment and impairment effects, local running environment, and support networks. Despite some commonalities, each personal story during this time was unique. Participants described empowering moments, juxtaposed with marginalising and oppressive situations. The UK Government's encouragement of outdoor exercise was laden with ableist assumptions, and VI runners were significantly affected by the ocularcentric world they inhabit. Points of interest: This article reports on a study exploring the impact of the COVID-19 pandemic on VI people who participate in outdoor running. The lives of VI people were significantly impacted by social distancing measures during the COVID-19 pandemic. We interviewed eight VI people at two different points during the pandemic to understand how changing restrictions, personal circumstances and seasons impacted their running practices. Impairment and diverse impairment effects, local running environments and support networks were the key factors that influenced how and whether VI runners could run outdoors throughout the COVID-19 pandemic. Further research is needed to get a better understanding of how we can support more VI people to have meaningful sport and physical activity experiences. [ABSTRACT FROM AUTHOR]

Teachers' beliefs impact student outcomes. Yet, regulatory agencies look to standardized accountability measures to establish a base for student improvement. This study examines other qualitative factors that impact student success by exploring teacher candidates' beliefs about what students should learn. Specifically, it examines the beliefs of teacher candidates who were enrolled in a course on teaching students with disabilities. Education Journey Maps and interview data were conducted with 24 teacher candidates. Analyzed through a conceptual framework of Disability Critical Race Theory (DisCrit) and neoliberalism, results indicate that teacher candidates possess an economic habitus that seeks standardization, commodifiable skills, and individualism. Teacher candidates implicitly understand that human capacity and diversity are multifaceted but believe that holding the same standards for everyone will rid our education system of discrimination against people with disabilities. This work has implications for wider debates on the impacts of standardization and neoliberalism in teacher education. [ABSTRACT FROM AUTHOR]

In some Muslim cultures disabled people are ridiculed, abused and face social injustice. Whilst there are texts which examine the representations of disabled people in a range of legal, social, religious, and cultural Muslim documents, there is a paucity of literature which analyzes the representations of disabled people in the Qur'an. Applying critical discourse analysis, this study interprets two well-known Qur'anic stories. Through the application of thematic analysis, the phrases, clauses and sentences of these two stories are analyzed in order to present patterns of meaning which challenge ableism from a scriptural Islamic perspective. [ABSTRACT FROM AUTHOR]

"The Life Worth Living: Disability, Pain, and Morality" by Joel Michael Reynolds explores the exclusion and discrimination of disabled individuals in Western moral philosophy. Reynolds challenges the idea that some lives are worth less than others due to disability, arguing against the ableist conflation of disability with pain and suffering. The book delves into the experiences of pain, disability, and ability, urging readers to confront assumptions about what constitutes a worthwhile life. Reynolds calls for a richer philosophical discussion that goes beyond mere inclusion to truly engage with the diverse experiences of disability. [Extracted from the article]

Background: Intersectionality, or the multidimensional influence of social identity and systems of power, may drive increased morbidity and mortality for adults of color with Down syndrome. We documented racial and ethnic differences in death and hospitalizations among Medicaid-enrolled adults with Down syndrome and assessed the interaction of racial–ethnic group and Down syndrome. Methods: Our sample consisted of 119,325 adults with Down syndrome and >3.2 million adults without intellectual disability enrolled in Medicare at any point from 2011 to 2019. We calculated age-adjusted mortality and hospitalization rates by racial–ethnic group among those with Down syndrome. We examined the additive interaction between Down syndrome and racial and ethnic group on mortality and hospitalization rates. Results: Among those with Down syndrome, age-adjusted mortality rate did not differ between Black and White racial groups (rate ratio: 0.96, 95% confidence interval [CI] = 0.92, 1.01), while the mortality rate was lower for Pacific Islanders (0.80), Asian (0.71), Native (0.77), and mixed-race groups (0.50). Hospitalization rates were higher for all marginalized groups compared to the White group. When assessing the interaction between racial–ethnic group and Down syndrome, Black, Native Americans, and mixed-race groups exhibited a negative additive interaction for mortality rate, and all groups except Native Americans exhibited positive additive interaction for hospitalization. Conclusions: Increased hospitalization rates for adults with Down syndrome from marginalized racial and ethnic groups suggest worse health and healthcare. Similar mortality rates across racial and ethnic groups may result from an increased infant mortality rate in marginalized groups with Down syndrome, leading to reduced mortality among those surviving to adulthood. Video Abstract EDE.0000000000001789video1.mov Kaltura [ABSTRACT FROM AUTHOR]

The article examines the forms of relationships and struggles in Lauren Delphe's novel "Faite de cyprine et de punaises." It describes the life of the narrator who is a young lesbian and suffers discrimination and violence in a world of capitalism, neoliberalism, constant rejection by her family, everyday ableism and sexual violence. It explores the narrator's possible modes of escape such as anesthesizing reality and consumption of television series and also discusses the joys of lesbian life.

Research has established that children with disabilities face barriers to mainstream leisure. But what happens when leisure is specifically organised for children with disabilities? This article builds on an ethnographic study at a ‘separate’, i.e. disability-specific, leisure space for young children (3–11 years) with disabilities, such as ADHD and autism. It asks: What is made possible by separate leisure and are there potential limits? The analysis shows that separate leisure plays an important role as a site for leisure outside children’s homes. Whereas children with disabilities are typically the exception in mainstream leisure contexts, separate leisure positions their needs and desires as the starting point for designing and organising leisure. Moreover, separate leisure can act as a ‘leisure node’ and a context for leisure without expectations about children’s performances. The study highlights the need to challenge societal perceptions of leisure, particularly the belief that leisure is best enjoyed with others, to better accommodate all children’s leisure. It suggests that separate leisure holds potential to advance theory and practice by illustrating how leisure can be understood and practiced in a context where ableist and adult-centred assumptions are not at the forefront. [ABSTRACT FROM AUTHOR]

The purpose of this article is to present a theory of therapy for stuttering, its related assumptions, and findings from associated empirical studies. Specifically, we propose the Blank Center CARE™ Model of Treatment (CT) for stuttering, which differs from the current, widely employed fluency model of treatment (FT). The CT reflects the authors' belief in the need to move away from fluency-focused or seemingly ableist treatments (i.e., any approach that attempts to correct, cure, or fix a disabling condition) for stuttering. The authors propose a shift toward a theory of treatment that addresses whole-person wellness and considers the treatment of stuttering from outside the framework of fluency shaping and stuttering modification. In support of such considerations, this article provides preliminary findings from both non-clinical and clinical studies of using the CT for children and adults. Although preliminary, these findings appear to lend empirical support to the authors' belief that the treatment of stuttering needs to change. In essence, a change in the zeitgeist regarding the treatment of stuttering may contribute to an associated paradigm shift from FT to CT in the management of stuttering in children and adults. [ABSTRACT FROM AUTHOR]

Introduction: Despite the widespread promotion of inclusive learning environments, students with disabilities have to exert time and effort in gaining accommodations and proving themselves as competent individuals. In following up a factorial survey experiment that found that students with disabilities are considered less likely to achieve their educational goals compared to students without, this study explored how understandings of inclusive education and disability are constructed within Norwegian higher education institutions. Method: Nineteen employees across 10 universities participated in focus group interviews. Transcripts were analyzed using thematic analysis. Results: Three themes were generated: (1) determining the role of the educator, (2) knowing how, when, and why to grant accommodations, (3) calling for action from the university. Discussion: Overall, the findings suggest that understandings of inclusion are ambiguous and characterized by juxtaposing ideals. The participants' accounts illustrate how they are tasked with promoting inclusion while simultaneously protecting their respective professions. Thus, despite being considered a resource based on their diversity, students with disabilities are still expected to fit into an environment designed for mainstream learners. In discussing these findings in light of ableist theory, we argue that more action is needed on a systemic level to restructure how inclusive education is understood and practiced. [ABSTRACT FROM AUTHOR]

Disabled children are often excluded from research about their own lives due to researchers' reliance on inaccessible methods and ableist assumptions about their capabilities. Inclusive research approaches that prioritize accessibility, meaningful engagement, dignity, and ethics create space for research with and by disabled children. Accessible methods for data generation play a central role in inclusive research. For example, action cameras have the potential to shine light on disabled children's perspectives from both socio-spatial and socio-cultural standpoints, providing unique access to disabled children's points of view. While the use of action cameras has become increasingly popular across the social sciences, there is a paucity of literature that discusses the use of action cameras in data generation with disabled children. The purpose of this paper is to discuss the possibilities and challenges of using action cameras as a tool for data generation with disabled children. Drawing on lessons learned during a research project about disabled children's and their families' experiences of inclusion at a playground labelled as "inclusive", we reflect on the use of action cameras and situate our experiences within a broader dialogue about reflexive, methodological, and ethical considerations for conducting inclusive, critical, qualitative research with disabled children. [ABSTRACT FROM AUTHOR]

Abstract\nPoints of interestAbleism is a serious problem in schools across Australia and internationally. Our mixed method survey investigated who is impacted by school student experiences of ableism and how they are affected. It captured insights from students, parents, teachers, and support staff (N = 298). Data revealed participant experiences of overt, and insidious ableism were associated with poor mental health of disabled students and parents identifying as the ‘problem parent’. Participants reported concerning experiences of ableism in childhood and adolescence, a developmentally relevant period of identity building. Noted too were the adverse consequences of student experiences of ableism upon the well-being of others, including teachers and school support staff. Findings were examined in the context of extant literature highlighting the protective role generated by forming a disability identity. Study results include participant recommendations for addressing ableism and a compelling rationale for schools to actively diminish ableism and nurture disability social identity.Findings reveal an association between ableism experienced in schools and poor mental health outcomes in disabled students.Ableism experienced in schools prevents opportunities to build positive, protective disability identities.Ableism in schools is associated with poor mental health outcomes for parents of disabled students who report being isolated by their child’s school community and labelled ‘the problem parent.’Indirect experiences of ableism negatively impact school staff, including teachers who describe this as causing stress and frustration in their work.Experiences of ableism in schools were found to have implications, such as education and employment loss, e.g. due to parent homeschooling.Findings reveal an association between ableism experienced in schools and poor mental health outcomes in disabled students.Ableism experienced in schools prevents opportunities to build positive, protective disability identities.Ableism in schools is associated with poor mental health outcomes for parents of disabled students who report being isolated by their child’s school community and labelled ‘the problem parent.’Indirect experiences of ableism negatively impact school staff, including teachers who describe this as causing stress and frustration in their work.Experiences of ableism in schools were found to have implications, such as education and employment loss, e.g. due to parent homeschooling. [ABSTRACT FROM AUTHOR]

In this paper, we contribute to geographic scholarship on masculinities through an examination of the interweaving of gender and disability in the shifting social geographies of men who live with chronic physical illness. Using an in-depth qualitative and visual arts methodology with men who live with MS and Fibromyalgia, we consider how their changing physical and cognitive capacities can make it difficult to approximate an able-bodied masculinity. Our analysis highlights two key themes. First, the diverse physical and cognitive impacts of chronic illness pose problems for masculine embodiment in different ways in different places. Problems are perhaps most acute in the context of the workplace but also impact gendered domestic geographies. Second, gendered relations of care and support are transformed by experiences of chronic illness. On the one hand, men are increasingly dependent on others for support. This places new demands on existing relationships that impact the doing of gender. On the other hand, changes wrought by chronic illness involve some men more actively in the provision of care. We examine what this means for the re-gendering of care. [ABSTRACT FROM AUTHOR]

Background: In the Global North, advances in occupational therapy benefitted unduly from the oppression, disablement and suffering of thousands of people in the South (and beyond). To prevent the recurrence of these injustices, history must be unveiled and occupational therapists urged to come to terms with their own involvement and responsibility. Objective and Method: Utilising Achille Mbembe's concept of necropolitics, this academic essay blends select historical and philosophical perspectives to explore occupational therapy's concealed role in manifestations of institutionalised violence. Results: By examining its roles in World War II and France's colonisation of Algeria, we make visible the development of occupational therapy's distinct 'shadow side'. In Nazi Germany's Euthanasia Programme, it became a tool for identifying which lives were deemed 'worthy of living' and which were not, which indirectly contributed to the killing of 200,000 disabled persons. Under France's colonial medical system, occupational therapy imposed Western standards that alienated and completely depersonalised Algerian patients. Conclusion and Significance: Entrenched in a (bio)economy that has endured beyond these events, occupational therapists must exercise vigilance, remaining mindful of the potential to unintentionally overlook individuals labelled as 'unproductive'. This requires confronting the profession's assumptions of inherent 'goodness' and acknowledging and addressing its shadow side. [ABSTRACT FROM AUTHOR]

This review provides an overview of the evolution and perceptions of the concept of autism within Western and Chinese contexts, as well as the perceptions of various groups toward official and related terminology. It emphasize the importance of language in constructing social cognition and values of autism, offering a guide to the translation, interpretation and usage of autismrelated languages in Chinese. The discourse in the West surrounding “person-first language” and “identity-first language” reflects divergent perspectives on identity within the autistic community. In the Chinese context, the discourse on autism is largely led by professionals, with societal understanding of autism often shaped by medical and charity perspectives. Different Chinese users construct and perceive autism-related terms in diverse ways. The medical terms “孤独症” (gūdú zhèng) and “自闭症” (zìbì zhèng) carry stigmatizing connotations, especially “zìbì zhèng, ” which, due to its negative association with self-imposed isolation, is often linked with negative labels such as “dangers” or “burdens.” Terms like “星星的孩子” (xīngxīng de háizi) and “闭娃” (bì wá), despite their popularity, are criticized by the autistic community for their romanticized and demeaning connotations, and for overlooking adult autistic individuals. The term “孤独症谱系障碍” (gūdú zhèng pǔxì zhàng’ài) is preferred for its lesser stigmatizing implications. Autistic individuals prefer neutral and non-pathologizing expressions. This review calls for discussions of autism in the Chinese context to focus on individual experiences, respect their subjectivity, reflect on potential ableist tendencies, and promote the concept of neurodiversity, to foster a more comprehensive and inclusive societal understanding and acceptance of autistic people. [ABSTRACT FROM AUTHOR]

The Inclusive Early Childhood Service System (IECSS) project is a longitudinal institutional ethnography that studies disability services in early childhood, and the interactions between these services and other systems, from the standpoint of families. In this paper, we examine speech-language services as part of a system of services and a site of participation for disabled children. We use longitudinal data from annual interviews with 117 informants to map Speech and Language services over the first six years of children's lives. We report that speech and language pathology (SLP) as a professional discourse holds cultural significance and influences the organization of disabled children and their families. The analysis of the data illustrates the pervasiveness, organizational structure, and governance of speech and language pathology (SLP) in early childhood, leading to professional discourses of childhood and disability in early intervention, preschool, and school-based services which reinforce individualized pathology as the dominant way of understanding development. We discuss how the professional practices of SLP-related services could help to disrupt disabling constructs of childhood development and colonial practices in early childhood disability services. We emphasize how speech and language development emerges in relationship with individuals and socio-political contexts. We suggest possibilities for SLP to operate within community contexts where speech and language services contribute to reducing family workload, increasing the participation of all children, and disrupting ableism in practice. [ABSTRACT FROM AUTHOR]

This paper reports on the ways that coherence emerged as an ableist norm within a systematic review of literature around broken narratives. It was undertaken as part of a larger programme of research investigating the experiences of those with impaired speech. The review identified 34 sources, within which we explored the ways that coherence was discussed. Throughout the review we argue that these texts draw on, and in many cases re-enact, coherence as an ableist norm. Discussions of broken narratives were often built upon the concept of coherence, a concept which has been naturalised and rendered essential to the formation of meaning and personhood. This norm is then employed to fuel a constitutional divide between broken and unbroken narratives. However, some of the texts provide the impetus to question the usefulness of normative ideals of coherence, and to re-evaluate how we can ensure the voice of impaired speakers is heard. Points of interest: This study examined 34 articles and book chapters about broken narratives. These texts came from many different disciplines and talked about many different types of illness and disability. Many of these texts talked about the importance of coherence in peoples' lives. Coherence was discussed not merely as an element of communicative success, but rather as a prerequisite to a healthy and functioning self. However, the stories of disabled people often do not follow cultural expectations of what a narrative should be. As a result disabled narratives are thought of as broken. When we try to enforce coherence on narratives or voices which do not fit our expectations we can end up silencing disabled people. These texts demonstrate the need to rethink the ways we understand coherence, allowing space to discover new ways of listening to disabled narratives. [ABSTRACT FROM AUTHOR]

Discrimination experienced by Black emerging adults with autism is rarely studied nor have their experiences been juxtaposed to Black emerging adults without autism. A mixed methods descriptive approach was used to describe responses to open-ended questions collected as part of a larger study of discrimination experienced by Black emerging adults with autism (n = 14) and Black emerging adults without autism (n = 20). Questions focused around racial discrimination, disability discrimination, and perception of the future. Qualitative and quantitative content analysis were applied. Qualitatively- a manifest approach was used, and quantitatively- frequency counts and ratios were identified within themes and subthemes. Four main themes and twelve subthemes were identified. Racial discrimination had two themes: 1) Impact on mental health, and 2) Societal threats, with five subthemes, each reported at higher rates by people without autism (Theme 1 = 5:7, Theme 2 = 3:11). Disability discrimination was only reported on by those with autism, and had one main theme of neurodiverse/autism bias, and three subthemes. Perception of the future contained the theme of emerging life hopes, with four subthemes. Subthemes relating to work/career/family and future unknown were reported more highly by those without autism than with autism (1:8 and 4:7 respectively), while subthemes describing diverse or unique priorities for fulfillment and mental wellness were reported only by those with autism (6:0 and 4:0 respectively). Study findings suggest unique experiences and needs among Black emerging adults with autism, as well as the consequences of anti-blackness and anti-ableism/neurobigotry which can have double impact in their lives, spanning different ages and stages. Results have implications for building resiliency among Black persons with autism and without autism as they transition to adulthood. [ABSTRACT FROM AUTHOR]

Background: This commentary examines the historic primacy of behavioural interventions in psychotherapeutic work with neurodivergent people. Such interventions have been increasingly criticised as failing to affirm aspects of neurodivergence as significant for one's identity and positive sense of self, instead emphasising conformity to socially and academically determined norms, which may not always be the goals of the individual engaging with therapy. Findings: Relational therapeutic interventions, which have not traditionally been centred in clinical approaches with this group of people, have great potential to address the inadequacies of more behaviourally oriented modalities as they were designed to address experiences of internalised stigma and invalidation, enhance a cohesive sense of self, affirm intersectional identity, tune into emotional experiences, and engage in healing through relationships and connection. Discussion: While further research is needed to support the efficacy of relational approaches in work alongside neurodivergent people, their application is promising and aligned with the expressed needs of this community. [ABSTRACT FROM AUTHOR]

In the U.S. school system, Black, Indigenous, and People of Color (BIPOC) students often experience multiple forms of marginalization at the intersection of racism, ableism, and other forms of subjugation. To reform dysfunctional school systems, teacher education programs must create transformative spaces to nurture future educators committed to equity. These educators then will be equipped to dismantle the (in)visible racist and ableist structures within education systems and envision new alternative futures. Drawing on critical learning sciences and dis/ability justice-oriented theoretical approaches, we conducted a systematic literature review of 11 empirical studies to examine how teacher preparation programs are informed by dis/ability justice theoretical lenses. We synthesized how dis/ability justice-oriented teacher preparation programs organized transformative learning environments aimed at disrupting color-evasive and pathologizing discourses. We discussed the findings on how these programs conceptualized dis/ability, their applications of these conceptualizations in practice, and the transformative learning outcomes for preservice teachers. [ABSTRACT FROM AUTHOR]

Some Christians believe that God's creational norm for humanity is binary sex and gender, and that intersex or transgender variations resulted from humanity's fall into sin. Likewise, some Christians believe that conditions like hereditary deafness or Down syndrome would not exist were it not for the Fall. However, scientific study shows that some of these conditions are caused by physical and chemical processes that are inevitable consequences of how natural laws operate. This adds weight to theological arguments that they are intended parts of God's creation, included for human diversity. How we theologically classify congenital disabilities or gender nonconforming identities can profoundly affect how we treat individuals. Psychological studies demonstrate significant positive or negative consequences for physical and mental health of gender nonconforming individuals correlated with the theological views of their religious community. [ABSTRACT FROM AUTHOR]

Background and Objectives Older adults living with a disability (LWD) face both ageism and ableism, but there are few interventions to address this significant and growing social problem. Research Design and Methods Drawing on the Positive Education about Aging and Contact Experiences model, 3 online studies involved participants randomly assigned to watch 4 brief online videos providing education about aging and disability and exposure to positive contact between younger adults and older adults/older adults LWD (experimental condition) or videos about interior design (control condition). Studies 1 (community sample) and 2 (university sample) included an immediate posttest whereas Study 3 (2 university samples) additionally included a pretest and delayed posttest. Results Experimental condition (vs control) participants reported greater agreement with older adults LWD as contributors to society (immediate posttest in Studies 1 and 2; immediate and delayed posttest in Study 3), lesser (greater) endorsement of negative (positive) stereotypes of older adults and older adults LWD, lesser agreement with older adults LWD as burdensome, lesser intergenerational tension with older adults (immediate posttest in Study 2; immediate and delayed posttest in Study 3), and greater openness to careers working with older adults and older adults LWD (immediate and delayed posttest in Study 3). Discussion and Implications Brief online interventions that involve education about aging and disabilities as well as exposure to positive intergenerational contact can be an effective means of reducing ableism and ageism toward older adults and older adults LWD. [ABSTRACT FROM AUTHOR]

In an era in which Canadian governments are focused on increasing families' access to affordable early learning and childcare (ELCC), there are increasing concerns about the inclusion of children with disabilities. This paper reports on the experiences of parents of children with disabilities in accessing ELCC programs in British Columbia. Findings highlight four interrelated themes: experiences of unbelonging; systemic mechanisms that reinforce unbelonging; impacts of unbelonging on children, parents, and families; and experiences of inclusion and belonging. The paper concludes with a discussion on opportunities for disrupting structural ableism and reorienting towards a childcare system in which all children can belong. [ABSTRACT FROM AUTHOR]

Research suggests that racially/ethnically minoritized (REM) students with psychiatric disabilities are less likely to receive support services, have poorer therapeutic outcomes, and experience higher levels of anxiety, depression, and suicidality than their non-REM college-aged peers without psychiatric disabilities. This study highlights how REM college students with psychiatric disabilities make meaning of their experiences and identities while navigating systemic racism and ableism in higher education. Qualitative data were obtained through semi-structured interviews, and interpretative phenomenological analysis procedures were employed to identify themes. Disability Critical Race Theory served as the theoretical framework to guide the development of the study and interpretation of results. Analyses identified four superordinate themes and 16 sub-themes: challenges with diagnoses (sub-themes: cultural barriers to understanding mental health concerns, disclosing diagnoses, impact of diagnosis), belonging (sub-themes: isolation, inclusive intersectional spaces, connection to others with similar identities, navigating predominately white spaces, inevitable discrimination), identity development (sub-themes: self-awareness, negotiating identity, erasure of identity, navigating multiple marginalized identities, pride), and support (sub-themes: family support, social support, institutional support, self-support). This study demonstrates the importance of adopting an intersectional approach by centering race/ethnicity and disability for REM students with psychiatric disabilities and that systemic racism and ableism present major challenges for students navigating institutional settings. [ABSTRACT FROM AUTHOR]

This article examines the phenomenological crisis of Colleen Haggerty as captured in her memoir A Leg to Stand On: An Amputee's Walk into Motherhood (2014). Using a theory-driven textual analysis, the article examines the conceptual metaphors articulated by Haggerty to comprehend the phenomenology of being a road traffic accident (RTA) victim and a disabled mother. The article draws on and extends Fiona Kumari Campbell's and E. J. R. David's notion of internalized ableism in order to trace the physical and psychological well-being issues of the accident victim who encounters an amputation. In addition, the article adopts and appropriates Catherine Malabo's theory of destructive plasticity and Havi Carel's theory of bodily doubt to unveil the uncanny experientialities of RTA victims. Overall, it examines how the memoir serves as an apt medium to cognize Haggerty's anxiety, phobia, apprehension, and the gradual circumvention of her body's limitations and enjoyment of all the shades of womanhood. [ABSTRACT FROM AUTHOR]

The UK faces a significant disability education gap, with disabled students twice as likely to leave higher education early compared to their non-disabled peers (Pearson et al., 2021, 1293). This disparity arises from the extra time and energy required for disabled students to navigate ableist barriers within administrative, healthcare, institutional, and social systems (Stodden & Roberts, 2014, 5). In response, we co-designed Breaking Down Barriers, a project aimed at capturing disabled undergraduates' experiences to encourage broader discussions on higher education through a disability studies and human rights lens. While the project highlighted key obstacles and sparked some initial conversations, its larger goals of fostering change across departments and universities were hindered by limited engagement opportunities. This article presents the project's aims, methods, and findings, alongside reflections on the challenges of conducting socially engaged research in the neoliberal academy. [ABSTRACT FROM AUTHOR]

The article discusses the importance of decarbonizing transport to achieve net zero emissions, emphasizing the need for increased levels of active travel and public transport use. It highlights the necessity of safe and dedicated infrastructure to support active travel, including walking, wheeling, and cycling, while acknowledging the diverse access needs of disabled individuals. The text also addresses access frictions in the implementation of new active travel infrastructure, such as bus stop bypasses, and emphasizes the importance of developing collective access that is inclusive of all disabled people. [Extracted from the article]

Copyright of German Journal of Exercise & Sport Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The purpose of this study was to describe and understand the experiences and impact of the Paralympic School Day program on disability-related perceptions of rural high school students. Methods: Ninth- and tenth-grade physical education classes from a rural high school participated in the Paralympic School Day event. Of the 68 who attended the event, 42 students furnished assent and consent to participate. Data from reflective writing responses were analyzed inductively using a three-step approach. Findings: The analysis revealed three interrelated themes: (a) "I didn't expect it to be fun": preconceptions and reality of trying parasport, (b) "Anyone can play a sport": developing new perceptions of disability, and (c) "I never realized how blessed I was": persistence of ableist framing. Discussion: As a result of participants interacting with and learning from athletes with physical disabilities, they developed an understanding of parasport and a new paradigm through which to view individuals with disabilities. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the physically active leisure meanings and experiences of women with acquired physical (dis)abilities. A sample of eight women, between the ages of 27–45, participated in this study guided by a constructivist approach to grounded theory. The women participated in two semi-structured interviews. After analysis, three major themes were identified: (1) the essentiality of physically active leisure to negotiating changing health considerations, (2) confronting the stigmatizing gaze as a woman with an acquired physical (dis)ability, and (3) building agency and sense of connection in the community. The overarching theme "reclaiming a sense of community belonging through physically active leisure" captures and integrates insights gained from the overall analysis and challenges ableist attitudes and behaviors. This study highlights the importance of programs for women with acquired physical (dis)abilities to develop a sense of belonging in both (dis)ability specific and mainstream community contexts. [ABSTRACT FROM AUTHOR]

Ableism, akin to other forms of discrimination such as sexism and racism, is increasingly recognized as a pervasive societal concern directed towards individuals with disabilities. This scholarly inquiry delineates the operational definition, manifestations, and ramifications of ableism, with a specific focus on its manifestations within healthcare settings. It underscores the critical need for targeted interventions aimed at mitigating biases among healthcare professionals and promoting inclusivity within healthcare delivery systems. Utilizing insights from cognitive psychology, the study conceptualizes ableism as a cognitive distortion, explicating the mechanisms through which biases shape perceptions and recommending Cognitive Behavioral Therapy (CBT) as a promising intervention modality. The paper advocates for exploration of intersectional analyses, utilization of qualitative research methodologies, and cultivation of collaborative partnerships with disability advocacy organizations to develop more comprehensive intervention approaches. Noteworthy limitations of the current discourse include the potential for tokenistic representations and the imperative for genuine and substantive engagement with the voices and experiences of individuals with disabilities.

This article uses Stephen King’s 1990, uncut release of his famous 1978 horror novel The Stand to reveal the ways the contemporary horror genre implements the language of pandemics and contagious disease to promote ableist ideas about disability. The horror novel villainizes an antagonist as a central function of its plot. When the antagonist is an airborne disease that inflicts disability and death upon its victims, the novel can be a site of production for what I term “disability panic,” a fear and disgust at the possibility of becoming disabled, and a contempt for those who already are. This article argues that The Stand calls attention to how stereotypes and misconceptions around illness-induced disability form in times of crisis. This article merges genre studies in horror, disability language, and rhetoric of disease in literature to uncover how King reveals that the language of the horror novel can contribute to a cultural fear and hatred of disability. This novel, though written decades ago, mimics the language of corona virus disease 2019 in current popular media. This article demonstrates how fear of airborne disease in a horror novel can increase fear of real-life pandemics and contribute to ableist views of those suffering from illness-related disability.

Leading from a recent case when horses appeared to be given precedence over disabled people, this paper explores the tensions that disabled people often experience in public space. The presence of disabled people is chronically contested, monitored and questioned. Ableism plays a key role in determining where, when, what and how space is allocated. Alternative, non-disabling ways of proceeding are then suggested. [ABSTRACT FROM AUTHOR]