CC BY
6
FROM SOCIAL EXCLUSION TO RESPECT FOR THE HUMAN RIGHTS OF
PERSONS WITH DISABILITIES
JUANA DE LA CRUZ RAMÍREZ DÁVILA1, MARÍA DEL PILAR QUEZADA CASTRO2, MARÍA DEL PILAR CASTRO ARELLANO3, CECILIA GABRIELA VILLALOBOS QUIROZ1, ELIANA MARITZA BARTUREN MONDRAGÓN1, CLAUDIA DIVANI MAZA SOCOLA4, GUILLERMO ALEXANDER QUEZADA CASTRO2
Faculty of Law and Humanities, Universidad Señor de Sipán1 Faculty of Law, Universidad Tecnológica del Perú2 Faculty of Law, Universidad Alas Peruanas3 Faculty of Education, Universidad César Vallejo4 Perú
[email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]
Correspondence: Guillermo Alexander Quezada Castro E-mail: [email protected] / [email protected]
Abstract - Persons with disabilities have rights, duties, and obligations. Their development and training will depend on the extent to which society provides alternatives for recognition and protection at all levels. The objective was to identify the progress of scientific publications about the research topic. Bibliometric analysis was applied to identify the research trend and the literature review method was used. It was concluded that the promotion of inclusive education, the adaptation of educational services, and citizenship education are the main focus of future research.
Keywords: disability; empathy; law; person.
INTRODUCTION
In 2021, the living conditions, health needs, labor rights, and student identity of persons with disabilities in the context of pandemics were investigated (Nnawulezi & Remilekun, 2021. Friedman & Vanpuymbrouck, 2021. McMaughan, et al., 2021. Daly & Whelan, 2021. Martikainen, et al., 2021. Dejong, et al., 2002. Hussain, et al., 2015. Umucu & Lee, 2020).
Infringement of the human condition is one of the pillar issues related to disability (Barraco, 2021). If left unaddressed, it turns into concrete acts of discrimination (Muller, et al., 2021. Unger, 2002. Schur, Kruse & Blank, 2005. Scheer, et al., 2003. Ocran, 2019. Park, 2017). Social exclusion towards people with disabilities generates depression, and stress and represents a potential public health problem (Pyöriä, Ojala & Nätti, 2021. Booth, et al., 2021. Hodgson, et al., 2021. McLaughlin, Bell & Stringer, 2004).
The human rights of persons with disabilities are violated (Harpur, 2012. Annaswamy, Verduzco-Gutierrez & Frieden, 2020. Ganle, et al., 2020. Alexander & Gomez, 2017. Campbell, 2017. Nevala, et al., 2015). Several international instruments extend their scope of protection to avoid further impact on the development of everyday activities (Megret, 2008. Wells, Sandefur & Hogan, 2003. Namkung & Carr, 2019. Murray De Meulder & Le Maire, 2018). The use of public spaces must be accessible to all, without distinction (Eskyte, et al., 2020). Equal respect guarantees the exercise of a dignified life (Breghs, et al., 2019. Mitra, et al., 2017. Ngubane-Mokiwa, 2018). The use of technology is for every human being, otherwise, the increase of the digital divide will be evident and will not allow the
development of the role of a citizen (Duplaga & Szulc, 2019. Waldschmidt & Sépulchre, 2019. Schur, et al., 2017. Scholz, Yalcin & Priestley, 2017).
The academic training of people with disabilities is included in the benefits derived from special education (Maeda, Hashimoto & Sato, 2021. Balakrishnan, et al., 2019. Morgan, 2021. Parey, 2020). The success of this is related to the recruitment of specialized teachers (Sharma, Forlin & Loreman, 2008). Knowledge acquisition will decrease exclusion and socio-dependency (Kitchin, 1998. Barnes & Mercer, 2005. Krahn, Walker & Correa-De-Araujo, 2015. Rimmer, et al., 2004. Deal, 2003. Schmöcker, et al., 2008).
In this order of ideas, it is noted that from the review of the Scopus database, it is recognized that in 2022 bibliometric publications on persons with disabilities were registered. This research focused on social and labor inclusion (Martínez-Medina, et al., 2022. Marín-Palacios, Carrero & Lohan, 2022).
In this sense, it is important to carry out this review to identify the progress of the topic related to persons with disabilities in scientific publications.
1. METHODOLOGY
The search and data extraction was on March 19, 2023. We considered using the PRISMA 2020 protocol to review the information transparently (Page, et al., 2021. Haddaway, et al., 2022). The present research is focused on literature review and bibliometrics, therefore, the study is descriptive and retrospective.
Source identification
Scopus was selected because it is an internationally recognized multidisciplinary and impact database (Elsevier, 2022. Asai, 2022).
Search strategy
Consideration was given to including the title, abstract, and keywords in the search. The terms selected are "Disabled Persons" OR "Disabled Person" OR "Handicapped Persons" OR "Disabled People" OR "Persons With Disabilities" AND (education OR "special education").
Inclusion criteria
- Documents from 1973 to 2022.
- Document type: article.
- Publication stage: final.
- Source type: Journal.
- Language: English.
- All Open access
Exclusion criteria
- Articles not related to the topic.
- Documents from 2023 and 2024.
Identification of studies via databases and registers
Records identified from: Databases (n =1) Registers (n = 11271)
I
e e r rc
w
Records screened (n =11271)
I
Studies included in review (n =1894)
Figure 1. Diagram
Data processing
R-studio 4.1.0 software, the bibliometrix package, and the Biblioshiny interface were used.
2. RESULTS AND DISCUSSION
A total of 1894 documents related to education for people with disabilities were analyzed. The oldest document dates back to 1973. The annual growth rate is 11.71%. The scientific production focused on the research topic grew from 1 to 227 in 2022, which proves the growth and importance of the scientific community.
2.1. Results related to bibliometrics
This section was developed to identify the total number of citations, the most influential authors, research trends, and the most prolific journals about the topic of persons with disabilities.
a) Total citations
Table 1 shows the total number of citations for the last 10 years. It can be seen that the number of articles related to the topic of education of persons with disabilities has increased. From the visualization of the results, it is projected that research will continue and that the COVID-19 pandemic did not diminish the authors' attention. It is necessary to mention that, as of 2016, the focus of the study was consolidated in the employment, education, and use of information and communication technologies (Meshur, 2016).
Year N MeanTCperArt MeanTCperYear CitableYe
2022 227 1,57 1,57 1
2021 209 5,11 2,55 2
2020 190 7,21 2,40 3
2019 172 11,63 2,91 4
2018 154 27,69 5,54 5
2017 137 28,04 4,67 6
2016 109 35,75 5,11 7
2015 95 21,94 2,74 8
2014 79 36,53 4,06 9
2013 71 28,51 2,85 10
b) Most influential authors
Table 1. Total citations (TC)
The most influential author on the subject of people with disabilities is Reid DH. He has 14 papers written in Couatorian, whose DOIs are shown in Figure 2. The oldest is from 1978 and the most cited is from 1988. The latter reached 149 citations and was published in the Journal of Applied Behavior Analysis. This journal is current and belongs to the United States, its h-index is 80 and it corresponds to Scopus Q1.
..II.
Il..ll>
(ÜCÜCÜCÜCÜCÜCÜCÜCÜCÜCE (ÜCÜCÜCÜCÜCÜCÜCÜCÜCÜCE
Í-HÍ-HÍ-HÍ-HÍ-HÍ-HÍ-HÍ-HÍHÍHÍHÍ-HÍ-Ht-H
06666666666600
19781979198119821985198719871988199119931994199519961999 Year
Figure 2. REID DH' Production over time
c) Publication trend
Figure 3 shows that the terms disability and education stand out. The articles that exceeded 1000 citations are listed below:
Global, regional, and national disability-adjusted life-years (DALYs) for 315 diseases and injuries and healthy life expectancy (HALE), 1990-2015: a systematic analysis for the Global Burden of Disease Study 2015. DOI https://doi.org/10.1016/S0140-6736(16)31460-X. It records
1440 citations and is published in the journal The Lancet, h-index 807, and is ranked Q1 in Scopus.
Global, regional, and national disability-adjusted life-years (DALYs) for 333 diseases and injuries and healthy life expectancy (HALE) for 195 countries and territories, 1990-2016: a systematic analysis for the Global Burden of Disease Study 2016. DOI https://doi.org/10.1016/S0140-6736(17)32130-X. It has 1331 citations and is published in The Lancet, h-index 807, and is ranked Q1 in Scopus.
Global, regional, and national burden of Parkinson's disease, 1990-2016: a systematic analysis for the Global Burden of Disease Study 2016. DOI https://doi.org/10.1016/S1474-4422(18)30295-3. It has 1083 citations and is published in The Lancet Neurology, h-index 315, and is ranked Q1 in Scopus.
Figure 3: Three fields plot
Figure 4 shows the top 5 search terms for people with disabilities, according to frequency: disability (358), education (100), inclusive education (75), rehabilitation (63), and disabled persons (52).
Figure 4. Word Cloud
Figure 5 shows that the blue cluster is more consolidated than the others. The word that stands out the most is a disability. Other terms such as public health, vocational rehabilitation, accessibility, socioeconomic status, participation, and quality of life also stand out. This cluster is consolidated.
The clusters in the process of consolidation are colored: green, red, purple, brown, and orange. The following terms are highlighted: sick leave, chronic disease, prevalence, inclusive education, attitudes, intellectual disability, depression, and older adults.
Figure 5. Co-occurrence Network
d) Most prolific journals
The 3 most representative journals related to the topic of people with disabilities are: - International Journal of Environmental Research and Public Health. ISSN: 1661-7827 / E-ISSN:1660-4601 H-index: 138 Country: Switzerland Quartile: 1 Articles: 78
PLoS ONE ISSN: 1932-6203 H-index: 367 Country: United States Quartile: 1 Articles: 69
- Disability and Health Journal
ISSN: 1936-6574 / E-ISSN:1876-7583
H-index: 42
Country: United States
Quartile: 1
Articles: 48
It should be noted that, at a complementary level and about affiliation, the University of Toronto is in first place with 52 articles. Second place goes to University College London with 45 articles. Third place goes to the University of Michigan with 44 articles. Fourth place goes to Karolinska Institutet with 43 articles and fifth place goes to the University of Melbourne with 40 articles.
Along the same lines, Figure 6 shows the scientific production of the countries on the subject of people with disabilities. The participation of the USA, UK, and Australia stands out. Their frequency of scientific production is 1959, 684, and 521, respectively.
Figure 6. Country Scientific Production
2.2. Results related to the literature review
As a search filter, it was considered that the title of the documents to be analyzed should include some of the following terms: "Disabled Persons" OR "Disabled Person" OR "Handicapped Persons" OR "Disabled People" OR "Persons With Disabilities" AND (education OR "special education"). Inclusion criteria were considered to be: i) All open access, ii) Document type: article, iii) Publication stage: Final, iv) Source type: Journal, v) Language: English y vi) Search within the article title. 22 documents were obtained.
- Regarding the promotion of inclusive education
The principle of inclusive education allows for the transformation of mainstream schools for children with disabilities (De Beco, 2016). This is correct in that it encourages the creation of open schools.
The right to inclusive education benefits children and young people with disabilities (Byrne, 2022). We agree that it promotes balance toward diversity.
Inclusive education should focus on respecting the dignity of persons with disabilities (Broderich, 2018).
Inclusive education develops the teaching and accessibility of information and communication technologies for the benefit of people with disabilities (Lord & Stein, 2018).
Interacting with people with disabilities improves students' attitudes toward disability (Lim, et al., 2018). Interacting with people with disabilities encourages empathy, a soft skill that is very necessary for the development of the whole person.
Teachers should be prepared to reduce negative attitudes that affect children with disabilities (Alorani, Ibrahim & Al-Labadi, 2020).
- Regarding the adaptation of educational services
Students must perceive the importance and usefulness of the skills they will develop (Reid, et al., 1985). Educational institutions must be prepared both in terms of infrastructure and logistics.
Discrimination and intimacy towards people with disabilities develop naturally in schools. Inclusive processes need to be implemented to maintain social harmony in the classroom (Bjarnason, 2005). Teacher training in inclusion is essential, however, the theory is irrelevant if it is not put into practice.
It is necessary to implement occupational therapy on education and disability from the early years of training. This is the first step to reflecting and developing empathy for other young people (Van De Fatima Zanoni Nogueira & Oliver, 2018).
If the reality of people with disabilities is accepted by educational centers, it will allow the consolidation of inclusive societies (Alvarez-Delgado, et al., 2021). We agree with what has been stated. Neurodiversity is not current, but very old, but the system and its barriers limit education for all, and change requires the joint work of different actors.
People with disabilities in rural areas may have reduced opportunities for education (Kim, et al., 2014). It is important to analyze indicators of the inclusion of people with disabilities. It is also important to know how many are mapped for monitoring.
Inclusive higher education for future doctors reduce inequalities in the treatment of people with disabilities (Miron Canelo, et al., 2019).
British disability legislation is related to education. This is unattainable for disabled students (Soorenian, 2018).
Formal education contributes to the improvement of sexual and reproductive health services for persons with disabilities (Du, et al., 2022).
The main barrier to disability education is staying in school, which involves a process of adaptation (Franca & Rios-Neto, 2012). We agree with the above. If the necessary measures are not taken, people with disabilities will not succeed in integrating into the study group.
About citizenship education
Citizenship education recognizes human rights advocacy for persons with disabilities (Wolbring, 2012). We agree with this statement, however, although human rights advocacy is recognized, inequality gaps for persons with disabilities are evident.
Listening to patients improves care and confidence among people with disabilities (Miller, 2015). People with mental disabilities require skills that enable them to function in the labor market (Brenda & Smejkalova, 2015). It is essential to know the type of impairment they have, whether it is mild, moderate, or severe. Based on this diagnosis, the area where they can contribute will be determined.
Children with disabilities must be guaranteed access to assistive technology (Le Fanu, Schmidt & Virendrakumar, 2022).
People with disabilities can participate in tourism education programs, thereby recognizing the commitment and importance of improving social inclusion (Makuyana & Plessis, 2022).
The social inclusion of persons with disabilities is a basic principle that enriches the culture of citizenship (Reyes, 2019).
Education has a positive effect on young people with disabilities; it is the best way to avoid discrimination in the search for employment (Nguon, 2015). We agree with this. Education is the key to the world, it allows us to eliminate ignorance and empower ourselves with knowledge. It would enable people with disabilities to know their rights and work towards their fulfillment.
2.3. Discussion
- About the bibliometric analysis of the topic of persons with disabilities
It should be borne in mind that this analysis made it possible to recognize that scientific production has increased over the last 10 years. The same exceeded 1000 citations for each document and the prolific journals belong to Scopus quartile 1. It should be noted that new search terms are recognized, for example, public health, quality of life, inclusive education, and older adults.
In this sense, it is recognized that the subject is growing exponentially and will continue to be the subject of research. At the same time, it should be noted that future research is envisaged on the perception of older adults of access to educational services, as well as the adaptation of technology as a guarantee of social inclusion and the protection of the sexual and reproductive rights of persons with disabilities.
- About the literature review
Inclusive education should not be considered lightly because it is not just about sharing a classroom among students. It is a responsibility of society, therefore, active participation requires the intervention of parents, teachers, and authorities of the educational institution. The provision of environments and budget allocation is key to the physical and emotional development of students. At the same time, it is a requirement that the teacher is prepared to understand and guide. It should be taken into account that in the area of persons with disabilities, there is usually a dissociation between what is stated in the legislation and reality. This is worrying because it does not take into account that inclusive education is an opportunity to develop empathy and avoid all forms of discrimination towards children, young people, and adults with disabilities.
In this sense, we agree with the authors detailed in the results of this research. Specifically, when they point out that the principle of inclusive education allows for the transformation of mainstream schools. Also, it is necessary to improve access to technology, and it involves teacher preparation. However, the active participation of parents in this process of adaptation and adaptation is not perceived. This aspect could be incorporated into future research.
The educational services offered to people with disabilities should promote harmony in the classroom. If this is achieved, the development in society will be different because the person with a disability will perceive that he/she is part of the group where he/she is and others will behave with empathy. Society must avoid continuing with acts of discrimination, neglect, and disinterest in the subject. This is the ideal opportunity to promote the development of a disabled person in the labor market.
In the same vein, it is stated that we agree with the authors detailed in the results of this research. Specifically, when they refer to the usefulness of the skills learned in educational centers and which will be developed in the labor market. However, it is perceived that it can only be the practice of some institutions, which does not guarantee continuity and uniformity in the process of adaptation of the disabled person in society.
Citizenship education is fundamental in the process of adaptation of a person with a disability. Without the participation of all, the effort would not have the expected results. The importance of acquiring a new vision of this issue is consolidated with the defense of human rights.
In that order of ideas, it is stated that we agree with the authors detailed in the results of this research. Specifically, in the preparation of citizens' education, since it is the best way to guarantee the elimination of discrimination in society.
3. CONCLUSION
The issue of persons with disabilities does have the potential to be the focus of future multi- and interdisciplinary research. This perspective would benefit the culture of citizenship and respect for human rights, which should be exercised without ties or social conditioning.
The literature review made it possible to identify the progress of scientific publications about people with disabilities. Three main lines of research are recognized: the promotion of inclusive education, the adaptation of educational services, and citizenship education.
Limitations
Only one database was used - Scopus and only one software for bibliometric analysis - Rstudio (biblioshiny).
Conflict of interest
The authors note that there is no conflict of interest to declare.
REFERENCES
[1] Ahmed, M. & Hussain, S. (2021). An integrated smart wheelchair model: IWSmart Wheelchair with Embedded Smart Home, Navigation and Obstacle Avoidance Systems. ACM International Conference Proceeding Series, 93 - 99. 10.1145/3508072.3508087
[2] Alexander, N. & Gomez, M.T. (2017). Pleasure, sex, prohibition, intellectual disability, and dangerous ideas. Reproductive Health Matters, 25(50), 114 - 120. 10.1080/09688080.2017.1331690
[3] Alorani, O., Ibrahim, A. & Al-Labadi, N. (2020). Effect of field training on the attitude of students towards persons with disabilities in special education centers. International Journal of Education and Practice, 8, 337-346. 10.18488/journal.61.2020.82.337.346
[4] Alvarez-Delgado, J-, Leon-del-barco, B., Polo-del-rio, M-I., Lopez-Ramos, V-M. & Mendo-Lazaro, S. (2021). Improving adolescents' attitudes towards persons with disabilities: An intervention study in secondary education. Sustainability (Switzerland), 13, 1-11. 10.3390/su13084545
[5] Amin, A.S., Zuki, S.Z.M. & Akhir, N.M. (2019). Accessibility to facilities for persons with disabilities at public institutes of higher learning. International Journal of Recent Technology and Engineering, 8(2S10), 21 - 37. 10.35940/ijrte.B1004.0982S1019
[6] Annaswamy, T.M., Verduzco-Gutierrez, M. & Frieden, L. (2020). Telemedicine barriers and challenges for persons with disabilities: COVID-19 and beyond. Disability and Health Journal, 13(4), 1-3. 10.1016/j.dhjo.2020.100973
[7] Asai, S. (2022). Strategies to Increase the Number of Open Access Journals: The Cases of Elsevier and Springer Nature. Journal of Scholarly Publishing, 53(2), Pages 75 - 84. 10.3138/jsp.53.2.02
[8] Bjarnason, D.S. (2005). Students' Voices: How Does Education in Iceland Prepare Young Disabled People for Adulthood? Scandinavian Journal of Disability Research, 7, 109-128. 10.1080/15017410510032217
[9] Balakrishnan, A., Kulkarni, K., Moirangthem, S., Kumar, C.N., Math, S.B. & Murthy, P. (2019). The rights of persons with disabilities Act 2016: Mental health implications. Indian Journal of Psychological Medicine, 41(2), 119 - 125. 10.4103/IJPSYM.IJPSYM_364_18
[10]Barnes, C. & Mercer, G. (2005). Disability, work, and welfare: Challenging the social exclusion of disabled people. Work, Employment and Society, 19(3), 527 - 545. 10.1177/0950017005055669
[11]Barraco, M.D. (2021). Intellectual and Psychosocial Disability as Situations of Vulnerability. Cuadernos Electronicos de Filosofia del Derecho, 45, 25 - 45. 10.7203/CEFD.45.20766
[12]Booth, E., Kitsantas, P., Min, H. & Pollack, A. (2021). Stressful life events and postpartum depressive symptoms among women with disabilities. Women's Health, 17, 1-10. 10.1177/17455065211066186
[13]Breghs, M., Atkin, K., Hatton, C. & Thomas, C. (2019). Do disabled people need a stronger social model: a social model of human rights? Disability and Society, 34(7-8), 1034 - 1039. 10.1080/09687599.2019.1619239
[14]Brenda, P. & Smejkalova, M. (2015). Web interface for education of mentally disabled persons for work in horticulture. Agris On-line Papers in Economics and Informatics, 7, 13-19. 10.7160/aol.2015.070102
[15]Broderich, A. (2018). Equality of what? The capability approach and the right to education for persons with disabilities. Social InclusionOpen Access, 6, 29-39. 10.17645/si.v6i1.1193
[16]Byrne, B. (2022). How inclusive is the right to inclusive education? An assessment of the UN convention on the rights of persons with disabilities' concluding observations. International Journal of Inclusive Education, 26, 301-318. 10.1080/13603116.2019.1651411
[17]Campbell, M. (2017). Disabilities and sexual expression: A review of the literature. Sociology Compass, 11(9), 1-19. 10.1111 /soc4.12508
[18]Daly, P. & Whelan, D. (2021). Disability in employment equality law: A reappraisal of the reasonable accommodation duty and issues arising in its implementation. Maastricht Journal of European and Comparative Law, 28(6), 744-759. 10.1177/1023263X211035268
[19]Deal, M. (2003). Disabled People's Attitudes toward Other Impairment Groups: A hierarchy of impairments. Disability and Society, 18(7), 897 - 910. 10.1080/0968759032000127317
[20]De Beco, G. (2016). Transition to inclusive education systems according to the convention on the rights of persons with disabilities. Nordic Journal of Human Rights, 34, 40 - 59. 10.1080/18918131.2016.1153183
[21]Dejong, G., Palsbo, S.E., Beatty, P.W., Jones, G.C., Kroll, T. & Neri, M.T. (2002). The Organization and Financing of Health Services for Persons with. Milbank Quarterly, 80(2), 261 - 301. 10.1111 /1468-0009.t01 -1 -00004
[22]Devi, R. & Haloi, M. (2020). Profile of persons with disability in Assam: An analytical review. International Journal of Advanced Science and Technology, 29(5), 5518 - 5531.
[23]Du, K.C., Mohosin, A.B., Amin, A. & Hasan, Md. T. (2022). Influence of education on sexual and reproductive health service utilization for persons with disabilities in nationwide Bangladesh: an explanatory sequential mixed-methods study. Reproductive Health, 19, 1-15. 10.1186/s12978-022-01352-7
[24]Duplaga, M. & Szulc, K. (2019). The association of internet use withwellbeing, mental health and health behaviours of persons with disabilities. International Journal of Environmental Research and Public Health, 16, 1-16. 10.3390/ijerph16183252
[25]Elsevier (2022). Why Choose Scopus—Scopus Benefits|Elsevier Solutions. https://www.elsevier.com/solutions/scopus/why-choose-scopus (Consultado el 31 de octubre de 2022).
[26]Eskyte, L., Lawson, A., Orchard, M. & Andrews, E. (2020). Out on the streets - Crisis, opportunity and disabled people in the era of Covid-19: Reflections from the UK. Alter, 14(4), 329-336. 10.1016/j.alter.2020.07.004
[27]Franca, T. & Rios-Neto, E.L.G. (2012). The schooling of disabled people in Brazil: Attendance, retention and progression in primary education according to the 2000 census. Revista Brasileira de Estudos de Populacao, 29, 239-257. 10.1590/S0102-30982012000200003
[28]Friedman, C. & Vanpuymbrouck, L. (2021). Telehealth use by persons with disabilities during the covid-19 pandemic. International Journal of Telerehabilitation, 13(2), 1-14. 10.5195/ijt.2021.6402
[29]Ganle, J.K., Baatiema, L., Quansah, R. & Danso-Appiah, A. (2020).Barriers facing persons with disability in accessing sexual and reproductive health services in sub-Saharan Africa: A systematic review. PLoS ONE, 15(10), 1-19. https://doi.org/10.1371/journal.pone.0238585
[30]Guralnik, J.M., Ferrucci, L., Simonsick, E.M., Salive, M.E. & Wallace, R.B. (1995). Lower-extremity function in persons over the age of 70 years as a predictor of subsequent disability. New England Journal of Medicine, 332(9), 556 - 562. 10.1056/NEJM199503023320902
[31]Haddaway, N.R., Page, M.J., Pritchard, C.C. & McGuinness, L.A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA 2020-compliant flow diagrams, with interactivity for optimised digital transparency and Open Synthesis. Campbell Systematic Reviews, 18, 1-12. 10.1002/cl2.1230
[32]Harpur, P. (2012). Embracing the new disability rights paradigm: The importance of the convention on the rights of persons with disabilities. Disability and Society, 27(1), 1 - 14. 10.1080/09687599.2012.631794
[33]Hodgson, C. L., Higgins, A. M., Bailey, M. J., Mather, A. M., Beach, L., Bellomo, R., Bissett, B., Boden, L. J., Bradley, S., Burrell, A., Cooper, D. J. & Fulcher, B. J. (2021). The impact of COVID-19 critical illness on new disability, functional outcomes and return to work at 6 months: a prospective cohort study. Critical Care, 25(1), 1-12. 10.1186/s13054-021-03794-0
[34]Hussain, A., Wenbi, R., Da Silva, A.L., Nadher, M. & Mudhish, M. (2015). Health and emergency-care platform for the elderly and disabled people in the Smart City. Journal of Systems and Software, 110, 253 - 263. 10.1016/j .jss.2015.08.041
[35]Ivanova, D. & Middlemiss, L. (2021). Characterizing the energy use of disabled people in the European Union towards inclusion in the energy transition. Nature Energy, 6(12), 1188 - 1197. 10.1038/s41560-021-00932-4
[36]Kim, H., Park, S., Ju, K., Lee, M. & Jung, M. S. (2014). The effect of the 3-step health education and tele-coaching program for the disabled people with hypertension in rural regions. International Journal of Bio-Science and Bio-Technology, 6, 123-130. 10.14257/ijbsbt.2014.6.5.12
[37]Kitchin, R. (1998). 'Out of place', 'knowing one's place': Space, power and the exclusion of disabled people. Disability and Society, 13(3), 343 - 356. 10.1080/09687599826678
[38]Krahn, G.L., Walker, D.K. & Correa-De-Araujo, R. (2015). Persons with disabilities as an unrecognized health disparity population. American Journal of Public Health, 105, 198-206. 10.2105/AJPH.2014.302182
[39]Le Fanu, G., Schmidt, E. & Virendrakumar, B. (2022). Inclusive education for children with visual impairments in sub-Saharan Africa: Realising the promise of the Convention on the Rights of Persons with Disabilities. International Journal of Educational Development, 91, 1-9. 10.1016/j.ijedudev.2022.102574
[40]Lim, S.M., Leet Tan, B., Lim, H.B. & Goh, Z.A.G. (2018). Engaging persons with disabilities as community teachers for experiential learning in occupational therapy education. Hong Kong Journal of Occupational Therapy, 31, 36-45. 10.1177/1569186118783877
[41]Lord, J.E. & Stein, M.A. (2018). Pursuing inclusive higher education in Egypt and beyond through the convention on the rights of persons with disabilities. Social Inclusion, 6, 230-240. 10.17645/si.v6i4.1709
[42]Losito, G. & Pizzo, C. (2021). Genealogy of a New Competence. The National Guarantor for the Rights of Persons Private of Liberty and the Disability. Materiali per una Storia della Cultura Giuridica, 51(2), 445 - 457. 10.1436/102742
[43]Maeda, K., Hashimoto, H. & Sato, K. (2021). Creating a positive perception toward inclusive education with future-oriented thinking. BMC Research Notes, 14(1), 1-4. 10.1186/s13104-021 -05882-4
[44]Makuyana, T. & Plessis, E. (2022). Towards Making Tourism Education Programmes More Inclusive: From The Perceptive of Disabled People. African Journal of Hospitality, Tourism and Leisure, 11, 118134. 10.46222/ajhtl. 19770720.215
[45]Marin-Palacios, C., Carrero, O. & Lohan, R. (2022). Review of employment and disability: bibliographic analysis. Journal of Enterprising Communities, 16(1), 119 - 145. 10.1108/JEC-05-2021-0074
[46]Martikainen, A., Svensson A., Alexanderson, K. & Farrants, K. (2021). Associations of sickness absence and disability pension due to mental and somatic diagnoses when aged 60-64 with paid work after the standard retirement age; a prospective population-based cohort study in Sweden. BMC Public Health, 21(1), 1-13. 10.1186/s12889-021 -12382-4
[47]Martinez-Medina, A., Morales-Calvo, S., Rodriguez-Martin, V. & Meseguer-Sanchez, V. (2022). Sixteen Years since the Convention on the Rights of Persons with Disabilities: What Have We Learned since Then? International Journal of Environmental Research and Public Health, 19, 1-21. https://doi.org/10.3390/ijerph191811646
[48]McLaughlin, M.E., Bell, M.P. & Stringer, D.Y. (2004). Stigma and acceptance of persons with disabilities: Understudied aspects of workforce diversity. Group and Organization Management, 29(3), 302 - 333. 10.1177/1059601103257410
[49]McMaughan, D.J., Rhoads, K.E., Davis, C., Chen, X., Jones, R.A., Mahaffey, C.C. & Miller, B.M. (2021). COVID-19 Related Experiences Among College Students With and Without Disabilities: Psychosocial
Impacts, Supports, and Virtual Learning Environments. Frontiers in Public Health, 9, 1-13. https://doi.org/10.3389/fpubh.2021.782793
[50]Mégret, F. (2008). The disabilities convention: Human rights of persons with disabilities or disability rights? Human Rights Quarterly, 30(2), 494 - 516. 10.1353/hrq.0.0000
[51]Meshur, H.F.A. (2016). Opportunities for disabled people through ICTs: A perspective from Turkey. International Journal on Disability and Human Development, 15(3), 311 - 320. 10.1515/ijdhd-2015-0019
[52]Miller, S.R. (2015). Fostering informed empathy through patient-centred education about persons with disabilities. Perspectives on Medical Education, 4, 196-199. 10.1007/s40037-015-0197-5
[53]Mirón Canelo, J.A., Iglesias de Serna, H., Alonso Sardón, M., Sánchez Fuentes, S., Fernández, C.I., Chamoro, A.J., Santacruz, S., Hernández, E., Santos, J.A., Fernández, C. & Lorenzo-Gómez, M.A. (2019). Inclusive education in Medicine: Awareness health care for persons with disabilities. Educacion Medica, 20, 16-24. 10.1016/j.edumed.2017.07.013
[54]Mitra, S., Palmer, M., Kim, H., Mont, D. & Groce, N. (2017). Extra costs of living with a disability: A review and agenda for research. Disability and Health Journal, 10(4), 475 - 484. 10.1016/j.dhjo.2017.04.007
[55]Morgan, C. (2021). The experiences of disabled people in the United Arab Emirates: Barriers to participation in higher education and employment. Disability & Society, 1 -24. https://doi.org/10.1080/09687599.2021.1930520
[56]Muller, C., Brodar, C., Brodar, K., Goodman, K. & Brosco, J. (2021). Medical Student Choices Regarding Ventilator Allocation for People With Disabilities. Intellectual and developmental disabilities, 59(6), 441 - 445. 10.1352/1934-9556-59.6.441
[57]Murray, J.J., De Meulder, M. & Le Maire, D. (2018). An education in sign language as a human right? The sensory exception in the legislative history and ongoing interpretation of article 24 of the UN convention on the rights of persons with disabilities. Human Rights Quarterly, 40(1), 37 - 60. 10.1353/hrq.2018.0001
[58]Namkung, E.H. & Carr, D. (2019). Perceived interpersonal and institutional discrimination among persons with disability in the U.S.: Do patterns differ by age? Social Science and Medicine, 239, 1-10. 10.1016/j.socscimed.2019.112521
[59]Nevala, N., Pehkonen, I., Koskela, I., Ruusuvuori, J. & Anttila, H. (2015). Workplace Accommodation Among Persons with Disabilities: A Systematic Review of Its Effectiveness and Barriers or Facilitators. Journal of Occupational Rehabilitation, 25(2), 432 - 448. 10.1007/s10926-014-9548-z
[60]Ngubane-Mokiwa, S. A. (2018). Ubuntu considered in light of exclusion of people with disabilities. African Journal of Disability, 7, 1-7. 10.4102/ajod.v7i0.460
[61]Nguon, S.K. (2015). The impact of education on the lives of young persons with disabilities after university graduation in Cambodia. Disability, CBR and Inclusive Development, 26, 120-127. 10.5463/DCID.v26i2.432
[62]Nnawulezi, U. & Remilekun, A. B. (2021). Disability's rights to health: an obligation triggered by corona virus pandemic. Age of Human Rights Journal, 17, 363 - 384. 10.17561/TAHRJ.V17.6303
[63]Ocran, J. (2019). Exposing the protected: Ghana's disability laws and the rights of disabled people. Disability and Society, 34(4), 663 - 668. 10.1080/09687599.2018.1556491
[64]Page, M.J., McKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C.D., Shamseer, L., Tetzlaff, J.M., Akl, E.A., Brennan, S.E., Chou, R. & Glanville, J. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic review. The BMJ, 372, 1-9. 10.1136/bmj.n71
[65]Parey, B. (2020). Using Sen's Capability Approach to Assess Wellbeing Among Working-Age Persons with Disabilities in Trinidad. Social Indicators Research, 151(3), 1129 - 1148. 10.1007/s11205-020-02418-4
[66]Park, J. Y. (2017). Disability discrimination in South Korea: routine and everyday aggressions toward disabled people. Disability and Society, 32(6), 918 - 922. 10.1080/09687599.2017.1321223
[67]Plagens-Rotman, K., Merks, P., Drejza, M., Pisarka-Krawczyk, M., Kedzia, W. & Jarzabek-Bielecka, G. (2021). Problems related to gynaecological and obstetric care in Poland-selected issues. Clinical and Experimental Obstetrics and Gynecology, 48(6), 1273-1278. 10.31083/j.ceog4806202
[68]Pyoria, P., Ojala, S. & Natti, J. (2021). Precarious work increases depression-based disability among male employees. European Journal of Public Health, 31(6), 1223 - 1230. 10.1093/eurpub/ckab119
[69]Reid, D.H., Parsons, M.B., McCarn, J.E., Green, C.W., Phillips, J.F. & Schepis, M.M. (1985). Providing a more Appropiate Education for Severely Handicapped Persons: Increasing and validating functional classroom tasks. Journal of Applied Behavior Analysis, 18, 289 - 301. 10.1901 /jaba.1985.18-289
[70]Reyes, J.G. (2019). Higher Education Students' Expressions with Respect to Disabled People. Revista Electronica de Investigacion Educativa, 21, 1-12. 10.24320/redie.2019.21.e10.1949
[71]Rimmer, J.H., Riley, B., Wang, E., Rauworth, A. & Jurkowski, J. (2004). Physical activity participation among persons with disabilities: Barriers and facilitators. American Journal of Preventive Medicine, 26(5), 419 - 425. 10.1016/j.amepre.2004.02.002
[72]Schmocker, J-D., Quddus, M. A., Noland, R. B. & Bell, M.G.H. (2008). Mode choice of older and disabled people: a case study of shopping trips in London. Journal of Transport Geography, 16(4), 257 -267. 10.1016/j.jtrangeo.2007.07.002
[73]Schur, L., Kruse, D. & Blank, P. (2005). Corporate culture and the employment of persons with disabilities. Behavioral Sciences and the Law, 23(1), 3 - 20. 10.1002/bsl.624
[74]Scheer, J., Kroll, T., Neri, M.T. & Beatty, P. (2003). Access Barriers for Persons with Disabilities: The Consumer's Perspective. Journal of Disability Policy Studies, 13(4), 221 - 230. 10.1177/104420730301300404
[75]Scholz, F., Yalcin, B. & Priestley, M. (2017). Internet access for disabled people: Understanding socio-relational factors in Europe. Cyberpsychology, 11(1), 1-13. http://dx.doi.org/10.5817/CP2017-1-4
[76]Schur, L., Han, K., Kim, A., Ameri, M., Blanck, P. & Kruse, D. (2017). Disability at Work: A Look Back and Forward. Journal of Occupational Rehabilitation, 27(4), 482 - 497. 10.1007/s10926-017-9739-5
[77]Sharma, U., Forlin, C. & Loreman, T. (2008). Impact of training on pre-service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability and Society, 23(7), 773 - 785. 10.1080/09687590802469271
[78]Soorenian, A. (2018). Disabled people's inclusion in education: a global perspective. Disability and Society, 33, 810-814. 10.1080/09687599.2018.1453578
[79]Umucu, E. & Lee, B. (2020). Examining the impact of COVID-19 on stress and coping strategies in individuals with disabilities and chronic conditions. Rehabilitation Psychology, 65(3), 193 - 198. 10.1037/rep0000328
[80]Unger, D.D. (2002). Employers' Attitudes Toward Persons with Disabilities in the Workforce: Myths or Realities? Focus on Autism and Other Developmental Disabilities, 17(1), 2-10. 10.1177/108835760201700101
[81]Van De Fatima Zanoni Nogueira, L. & Oliver, F.C. (2018). Accessibility centers in brazilian federal institutions and contributions of occupational therapists for the inclusion of persons with disabilities in higher education. Brazilian Journal of Occupational Therapy, 26, 859-882. 10.4322/2526-8910.ctoAO1743
[82]Vos, T., Allen, C., Arora, M., Barber, R.M., Brown, A., Carter, A., Casey, D.C., Charlson, F.J., Chen, A.Z., Coggeshall, M., Cornaby, L. & Dandona, L. (2016). Global, regional, and national incidence, prevalence, and years lived with disability for 310 diseases and injuries, 1990-2015: a systematic analysis for the Global Burden of Disease Study 2015. The Lancet, 388, 1545 - 1602. 10.1016/S0140-6736(16)31678-6
[83]Waldschmidt, A. & Sepulchre, M. (2019). Citizenship: reflections on a relevant but gambivalent concept for persons with disabilities. Disability and Society, 34(3), 421 - 448. 10.1080/09687599.2018.1543580
[84]Wells, T., Sandefur, G.D. & Hogan, D.P. (2003). What Happens after the High School Years among Young Persons with Disabilities? Social Forces, 82(2), 803 - 832. 10.1353/sof.2004.0029
[85]Wolbring, G. (2012). Citizenship education through an ability expectation and "ableism" lens: The challenge of science and technology and disabled people. Education Sciences, 2, 150 - 164. 10.3390/educsci2030150
