Psychosocial and vocational impacts of COVID-19 on people with and without disabilities.

PURPOSE/OBJECTIVE: The coronavirus disease 2019 (COVID-19) pandemic led to devastating economic impacts and psychosocial changes for individuals around the world, including people with chronic illness and disabilities (CID). This study explored the impacts on employment and how it related to stress and satisfaction with life during COVID-19 between people with and without CID. RESEARCH METHOD/DESIGN: A cross-sectional study design was used with 1,380 adults from 20 countries who were employed before the COVID-19 pandemic, including 318 people with CID. Statistical methods (i.e., descriptive statistics, chi-square analyses, two-way analysis of variances) were used to analyze the time, employment, group, and interaction effects. RESULTS: There were three main findings. (1) Compared with those without CID, individuals with CID were more likely to have their employment impacted by the COVID-19 pandemic and they were more often laid off or dismissed from their job. (2) Individuals with CID reported significantly higher stress and lower life satisfaction compared with those without CID during the COVID-19 pandemic regardless of its impacts on employment. (3) Individuals whose employment was impacted reported significantly lower life satisfaction during the COVID-19 pandemic regardless of their CID status. CONCLUSION/IMPLICATIONS: Findings highlight the employment and psychosocial impacts of a global pandemic and provide implications for moving forward in regards to vocational and psychosocial intervention services and supports that will be needed, especially for those with CID. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Social support as a mediator of stress and life satisfaction for people with intellectual or developmental disabilities during the COVID-19 pandemic.

INTRODUCTION: This study examined factors that predict stress level and life satisfaction among adults with intellectual or developmental disabilities during the COVID-19 pandemic and the role of social support. METHOD: From a larger study about the experiences during the pandemic of 2028 individuals with and without disabilities, 181 adults with intellectual or developmental disabilities (or proxy) responded. RESULTS: Most respondents with intellectual or developmental disabilities (92.8%) reported negative impacts from the pandemic, with 55.2% of the 96 employed pre-pandemic reporting impacted employment, including job loss. The negative impact of the pandemic was a significant predictor of stress level; social support was related to reduced stress. Stress level and the negative impact of the pandemic were inversely related to life satisfaction; social support was positively related to life satisfaction. Social support partially mediated the association between stress level and life satisfaction. DISCUSSION: Comprehensive services and social support systems are needed to combat the impact of the pandemic.

The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana.

BACKGROUND: Inclusive education is internationally recognised as the best strategy for providing equitable quality education to all children. However, because of the unique challenges they often present, children with intellectual and developmental disabilities (IDDs) are often excluded from inclusive schools. To date, limited research on inclusion has been conducted involving children with IDD as active participants. OBJECTIVES: The study sought to understand the experiences of children with IDDs in learning in inclusive schools in Accra, Ghana. METHOD: A qualitative descriptive design was utilised with 16 children with IDDs enrolled in inclusive schools in Accra, Ghana. Participants were recruited through purposive sampling and data were collected using classroom observations, the draw-and-write technique and semi-structured interviews. The data were analysed to identify themes as they emerged. RESULTS: Children's experiences in inclusive schools were identified along three major themes: (1) individual characteristics, (2) immediate environments and (3) interactional patterns. Insights from children's experiences reveal that they faced challenges including corporal punishment for slow performance, victimisation and low family support relating to their learning. CONCLUSION: Although children with IDDs receive peer support in inclusion, they experience diverse challenges including peer victimisation, corporal punishment and low family and teacher support in their learning. Improvement in inclusive best practices for children with IDD requires systematic efforts by diverse stakeholders to address identified challenges.

Quality of life assessment scales in polio survivors: a scoping review.

BACKGROUND: Quality of life evaluation is essential to explore the effect of paralytic polio on the daily life experience of the polio survivor. Researchers have employed a range of assessment instruments to evaluate quality of life among polio survivors. Hence, to select the appropriate scale, it is crucial to compare the contents and psychometric properties of these instruments. PURPOSE: This scoping review explores quality of life instruments that are used in polio literature and analyzes their contents and psychometric properties using the Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) criteria. METHOD: Using the Arksey and O'Malley framework, we conducted a literature search in the following electronic databases Medline, CINAHL, Web of Science, Embase, and Google Scholar to identify relevant studies that focused on quality of life of polio survivors. Of the 88 articles that qualify for full-text screening, 34 studies met our inclusion criteria. Two independent reviewers extracted data from the selected studies via Covidence, a reference manager that allows for blinding of reviews. RESULTS: Most of the instruments included in this review are generic, self-reported, and multidimensional. Despite having mostly adequate psychometric properties, these properties were not evaluated in polio survivors. CONCLUSION: The information provided in this review could be used to guide instrument selection and identify the need to develop a new tool or to adapt a pre-existing scale for measuring quality of life among polio survivors.

Implementation of inclusive education for children with intellectual and developmental disabilities in African countries: a scoping review.

Purpose: To advance understanding of practices that support inclusion of children with intellectual and developmental disabilities in inclusive education classrooms in Africa by conducting a review of the extant literature. Methods: Five academic databases were searched supplemented by a hand search of key journals and references of included studies. Two authors independently screened studies via a reference manager (Covidence) which allowed for blinding. A third author was consulted in cases of conflict. Results: Thirty articles that provided empirical evidence of inclusive education implementation were included. Eight articles highlighted practices that support inclusion of children with intellectual and developmental disabilities. Using Bronfenbrenner's bioecological framework, findings revealed that inclusive education implementation is influenced by factors on the bio level, micro level, meso level, and macro level. Recommendations for promoting inclusive education implementation are provided. Conclusions: Inclusion goes beyond teachers and requires strong commitment of other stakeholders such as families and governments. To guarantee the smooth inclusion of children with special education needs and particularly with intellectual and developmental disabilities, a set of practices validated through rigorous research as supportive and unique and that can be universal to Africa is wise. Implications for rehabilitation A number of strategies were identified that can improve the classroom inclusion of children with intellectual and developmental disabilities. Development of policies that support such strategies could improve implementation. Inclusion goes beyond teachers. Rehabilitation professionals (i.e. occupational therapists) and educational professionals should partner to identify practical solutions to the challenges of creating inclusive environments for children with special education needs. Committing more resources and time towards the development and implementation of special education policies can advance the successful inclusion of children with special education needs.