Training and Employment of People with Disabilities: India 2002

[Excerpt] Training and Employment of People with Disabilities: India 2002 is descriptive in nature. When the ILO commissioned the researchers for the Country Study Series, each was asked to follow the comprehensive research protocol appended to this document. The resulting report therefore includes country background information, statistics about people with disabilities and their organizations, a description of relevant legislation and policies and their official implementing structures, as well as the education, training and employment options available to people with disabilities. While few countries have such information readily available, researchers were asked to note the existence or lack of specific data points and to report data when it did exist. Since the lack of information about people with disabilities contributes to their invisibility and social exclusion, the information itself is important. The protocol called for limited analysis and did not specifically ask for the researchers recommendations, however, researchers were asked to report on existing plans and recommendations of significant national stakeholders

Web accessibility and mental disorders

Background: Mental disorders are a significant public health issue due to the restrictions they place on participation in all areas of life and the resulting disruption to the families and societies of those affected. People with these disorders often use the Web as an informational resource, platform for convenient self-directed treatment and a means for many other kinds of support. However, some features of the Web can potentially erect barriers for this group that limit their access to these benefits, and there is a lack of research looking into this eventuality. Therefore, it is important to identify gaps in knowledge about “what” barriers exist and “how” they could be addressed so that this knowledge can inform Web professionals who aim to ensure the Web is inclusive to this population. Objective: The objective of this work was to identify the barriers people with mental disorders, especially those with depression and anxiety, experience when using the Web and the facilitation measures used to address such barriers. Methods: This work involved three studies. First, (1) a systematic review of studies that have considered the difficulties people with mental disorders experience when using digital technologies. A synthesis was performed by categorizing data according to the 4 foundational principles of Web accessibility as proposed by the World Wide Web Consortium. Facilitation measures recommended by studies were later summarized into a set of minimal recommendations. This work also relied data triangulation using (2) face-to-face semistructured interview study with participants affected by depression and anxiety and a comparison group, as well as (3) a persona-based expert online survey study with mental health practitioners. Framework analysis was used for study 2 and study 3. Results: A total of 16 publications were included in study 1’s review, comprising 13 studies and 3 international guidelines. Findings suggest that people with mental disorders experience barriers that limit how they perceive, understand, and operate websites. Identified facilitation measures target these barriers in addition to ensuring that Web content can be reliably interpreted by a wide range of user applications. In study 2, 167 difficulties were identified from the experiences of participants in the depression and anxiety group were discussed within the context of 81 Web activities, services, and features. Sixteen difficulties identified from the experiences of participants in the comparison group were discussed within the context of 11 Web activities, services, and features. In study 3, researchers identified 3 themes and 10 subthemes that described the likely difficulties people with depression and anxiety might experience online as reported by mental health practitioners. Conclusions: People with mental disorders encounter barriers on the Web, and attempts have been made to remove or reduce these barriers. This investigation has contributed to a fuller understanding of these difficulties and provides innovative guidance on how to remove and reduce them for people with depression and anxiety when using the Web. More rigorous research is still needed to be exhaustive and to have a larger impact on improving the Web for people with mental disorders

Web accessibility and mental disorders

Background: Mental disorders are a significant public health issue due to the restrictions they place on participation in all areas of life and the resulting disruption to the families and societies of those affected. People with these disorders often use the Web as an informational resource, platform for convenient self-directed treatment and a means for many other kinds of support. However, some features of the Web can potentially erect barriers for this group that limit their access to these benefits, and there is a lack of research looking into this eventuality. Therefore, it is important to identify gaps in knowledge about “what” barriers exist and “how” they could be addressed so that this knowledge can inform Web professionals who aim to ensure the Web is inclusive to this population. Objective: The objective of this work was to identify the barriers people with mental disorders, especially those with depression and anxiety, experience when using the Web and the facilitation measures used to address such barriers. Methods: This work involved three studies. First, (1) a systematic review of studies that have considered the difficulties people with mental disorders experience when using digital technologies. A synthesis was performed by categorizing data according to the 4 foundational principles of Web accessibility as proposed by the World Wide Web Consortium. Facilitation measures recommended by studies were later summarized into a set of minimal recommendations. This work also relied data triangulation using (2) face-to-face semistructured interview study with participants affected by depression and anxiety and a comparison group, as well as (3) a persona-based expert online survey study with mental health practitioners. Framework analysis was used for study 2 and study 3. Results: A total of 16 publications were included in study 1’s review, comprising 13 studies and 3 international guidelines. Findings suggest that people with mental disorders experience barriers that limit how they perceive, understand, and operate websites. Identified facilitation measures target these barriers in addition to ensuring that Web content can be reliably interpreted by a wide range of user applications. In study 2, 167 difficulties were identified from the experiences of participants in the depression and anxiety group were discussed within the context of 81 Web activities, services, and features. Sixteen difficulties identified from the experiences of participants in the comparison group were discussed within the context of 11 Web activities, services, and features. In study 3, researchers identified 3 themes and 10 subthemes that described the likely difficulties people with depression and anxiety might experience online as reported by mental health practitioners. Conclusions: People with mental disorders encounter barriers on the Web, and attempts have been made to remove or reduce these barriers. This investigation has contributed to a fuller understanding of these difficulties and provides innovative guidance on how to remove and reduce them for people with depression and anxiety when using the Web. More rigorous research is still needed to be exhaustive and to have a larger impact on improving the Web for people with mental disorders

Enhancing student learning journeys with semantically annotated content

This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonThere is an increasing interest in developing existing Special Educational Needs (SEN) teaching methods due to recent concerns regarding the number of SEN pupils in schools. Communication is difficult for students when they have little or no clear speech. Consequently, a range of communication systems are used as an alternative to speech, including symbols, pictures or gestures. Importantly, helping students to better communicate also improves their education, friendships and independence. However, it is acknowledged that creating these educational resources is time consuming and expensive, and the learning results are not recognised as being as effective as required. Semantic Web technology has had an impact in the educational field and offers the required linkages for more engagement with Web content. There is, however, a considerable gap in Semantic Web research between the contributions in the mainstream educational field and research undertaken into special educational needs (SEN) students. This thesis presents an augmented World Wide Web (WWW) vision utilising annotation to more effectively support diverse special educational needs students. Students are supported in part by a SEN Teaching Platform (SENTP), one artefact from this design science research. Poetry is used as a website teaching material because of its significant impact on special needs students as it is a difficult topic to understand. The first stage of the research is to select the appropriate tools for testing annotation techniques in a real SEN environment. Later, a design of the proposed SEN teaching platform is built based on a Semantic Web annotation tool (Amaya) coordinated with a web application. Design is evaluated by conducting a pilot study in schools caring for special needs students (SEN). Evaluations were carried out at two schools, interviewing nine participants (Teachers, Teaching Assistant) in the UK. SENTP is tested for using Semantic Web technology to benefit the education of SEN students by utilizing Semantic Web annotation tools. This research further improves the SENTP with additional support for cognitive load using specific annotation formats within the Amaya annotation tool. Field testing is carried out at six UK schools with twenty-two participants being interviewed. Cognitive load principles are shown to improve both learning and class behaviour, also supporting teachers in the production of educational content. The pilot study and field testing results reveal that the proposed approach is effective. Following this, designed artefacts are synthesised within a wider design blueprint that articulates how this new world of annotated digital media is designed, deployed and consumed. Finally, SENTP ontology is created using OWL language and Protégé 5. The main goal of this ontology is to produce a wider design SENTP ontology that can be adapted to wider teaching purposes

Academic Ableism

Academic Ableism brings together disability studies and institutional critique to recognize the ways that disability is composed in and by higher education, and rewrites the spaces, times, and economies of disability in higher education to place disability front and center. For too long, argues Jay Timothy Dolmage, disability has been constructed as the antithesis of higher education, often positioned as a distraction, a drain, a problem to be solved. The ethic of higher education encourages students and teachers alike to accentuate ability, valorize perfection, and stigmatize anything that hints at intellectual, mental, or physical weakness, even as we gesture toward the value of diversity and innovation. Examining everything from campus accommodation processes, to architecture, to popular films about college life, Dolmage argues that disability is central to higher education, and that building more inclusive schools allows better education for all

The mad manifesto

The “mad manifesto” project is a multidisciplinary mediated investigation into the circumstances by which mad (mentally ill, neurodivergent) or disabled (disclosed, undisclosed) students faced far more precarious circumstances with inadequate support models while attending North American universities during the pandemic teaching era (2020-2023). Using a combination of “emergency remote teaching” archival materials such as national student datasets, universal design for learning (UDL) training models, digital classroom teaching experiments, university budgetary releases, educational technology coursewares, and lived experience expertise, this dissertation carefully retells the story of “accessibility” as it transpired in disabling classroom containers trapped within intentionally underprepared crisis superstructures. Using rhetorical models derived from critical disability studies, mad studies, social work practice, and health humanities, it then suggests radically collaborative UDL teaching practices that may better pre-empt the dynamic needs of dis/abled students whose needs remain direly underserviced. The manifesto leaves the reader with discrete calls to action that foster more critical performances of intersectionally inclusive UDL classrooms for North American mad students, which it calls “mad-positive” facilitation techniques: 1. Seek to untie the bond that regards the digital divide and access as synonyms. 2. UDL practice requires an environment shift that prioritizes change potential. 3. Advocate against the usage of UDL as a for-all keystone of accessibility. 4. Refuse or reduce the use of technologies whose primary mandate is dataveillance. 5. Remind students and allies that university space is a non-neutral affective container. 6. Operationalize the tracking of student suicides on your home campus. 7. Seek out physical & affectual ways that your campus is harming social capital potential. 8. Revise policies and practices that are ability-adjacent imaginings of access. 9. Eliminate sanist and neuroscientific languaging from how you speak about students. 10. Vigilantly interrogate how “normal” and “belong” are socially constructed. 11. Treat lived experience expertise as a gift, not a resource to mine and to spend. 12. Create non-psychiatric routes of receiving accommodation requests in your classroom. 13. Seek out uncomfortable stories of mad exclusion and consider carceral logic’s role in it. 14. Center madness in inclusive methodologies designed to explicitly resist carceral logics. 15. Create counteraffectual classrooms that anticipate and interrupt kairotic spatial power. 16. Strive to refuse comfort and immediate intelligibility as mandatory classroom presences. 17. Create pathways that empower cozy space understandings of classroom practice. 18. Vector students wherever possible as dynamic ability constellations in assessment

Academic Ableism: Disability and Higher Education

Academic Ableism brings together disability studies and institutional critique to recognize the ways that disability is composed in and by higher education, and rewrites the spaces, times, and economies of disability in higher education to place disability front and center. For too long, argues Jay Timothy Dolmage, disability has been constructed as the antithesis of higher education, often positioned as a distraction, a drain, a problem to be solved. The ethic of higher education encourages students and teachers alike to accentuate ability, valorize perfection, and stigmatize anything that hints at intellectual, mental, or physical weakness, even as we gesture toward the value of diversity and innovation. Examining everything from campus accommodation processes, to architecture, to popular films about college life, Dolmage argues that disability is central to higher education, and that building more inclusive schools allows better education for all