Pub Date : 2023-07-01DOI: 10.1177/10442073231185264
Yi-Fan Li, Dalun Zhang, Heather Dulas, Mary L. Whirley
The purpose of this study was to examine the impact of COVID-19 and remote learning on education for college students with disabilities. A qualitative research method, interpretative phenomenological analysis (IPA), was used to investigate participants’ learning experiences during the pandemic. A total of 10 participants were divided into three focus groups for data collection. Data were analyzed using the standard IPA process, and four themes were identified. Discussion of and implications for online instruction and related policies are presented.
{"title":"The Impact of COVID-19 and Remote Learning on Education: Perspectives From University Students With Disabilities","authors":"Yi-Fan Li, Dalun Zhang, Heather Dulas, Mary L. Whirley","doi":"10.1177/10442073231185264","DOIUrl":"https://doi.org/10.1177/10442073231185264","url":null,"abstract":"The purpose of this study was to examine the impact of COVID-19 and remote learning on education for college students with disabilities. A qualitative research method, interpretative phenomenological analysis (IPA), was used to investigate participants’ learning experiences during the pandemic. A total of 10 participants were divided into three focus groups for data collection. Data were analyzed using the standard IPA process, and four themes were identified. Discussion of and implications for online instruction and related policies are presented.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65529874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1177/10442073231177405
Mary E. Morningstar, Allison R. Lombardi, Valerie L. Mazzotti, Kathryn Buddeke, Shannon Langdon, Ashley Taconet, Graham G. Rifenbark, Stephen M. Kwiatek
In this study, we sought to understand the contexts, experiences, and needs among secondary education stakeholders to inform both a theoretical framework and policy contexts underpinning college and career readiness (CCR). Results confirmed a theoretically constructed framework of academic and non-academic CCR skills, with participants offering descriptions that validated and extended the framework. In addition, participants provided critical understandings of educational contexts in which CCR occurs, with both policy constraints and facilitative influences described. Participants identified strategies, policies, and practices to support student readiness for college and career outcomes. Finally, we provide study limitations and implications for research, policy, and practice.
{"title":"Perspectives of College and Career Readiness Among Educational Stakeholders","authors":"Mary E. Morningstar, Allison R. Lombardi, Valerie L. Mazzotti, Kathryn Buddeke, Shannon Langdon, Ashley Taconet, Graham G. Rifenbark, Stephen M. Kwiatek","doi":"10.1177/10442073231177405","DOIUrl":"https://doi.org/10.1177/10442073231177405","url":null,"abstract":"In this study, we sought to understand the contexts, experiences, and needs among secondary education stakeholders to inform both a theoretical framework and policy contexts underpinning college and career readiness (CCR). Results confirmed a theoretically constructed framework of academic and non-academic CCR skills, with participants offering descriptions that validated and extended the framework. In addition, participants provided critical understandings of educational contexts in which CCR occurs, with both policy constraints and facilitative influences described. Participants identified strategies, policies, and practices to support student readiness for college and career outcomes. Finally, we provide study limitations and implications for research, policy, and practice.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46051072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.1177/10442073231177407
S. Etscheidt, D. Hernández-Saca, Catherine Kramarczuk Voulgarides
Despite extensive transition provisions in the Individuals with Disabilities Education Act (IDEA), the post-school outcomes for students with disabilities continue to be disappointing. The IDEA designated those transition provisions as priority targets for federal and state compliance monitoring to assure that schools are attaining the goal of successful post-school transition for students with disabilities. Yet, we question if the compliance monitoring approach, indicator targets, and data collection requirements are appropriate and adequate to gauge post-school success. We provide a critical examination of the transition performance monitoring indicators and propose recommendations for policy and praxis, including culturally responsive data disaggregation by ethnicity and race. These policy proposals, coupled with effective preservice and inservice professional development praxis, will enhance successful transition outcomes for students with disabilities.
{"title":"Monitoring the Transition Requirements of the Individuals With Disabilities Education Act: A Critique and a Proposal to Expand the Performance Indicators","authors":"S. Etscheidt, D. Hernández-Saca, Catherine Kramarczuk Voulgarides","doi":"10.1177/10442073231177407","DOIUrl":"https://doi.org/10.1177/10442073231177407","url":null,"abstract":"Despite extensive transition provisions in the Individuals with Disabilities Education Act (IDEA), the post-school outcomes for students with disabilities continue to be disappointing. The IDEA designated those transition provisions as priority targets for federal and state compliance monitoring to assure that schools are attaining the goal of successful post-school transition for students with disabilities. Yet, we question if the compliance monitoring approach, indicator targets, and data collection requirements are appropriate and adequate to gauge post-school success. We provide a critical examination of the transition performance monitoring indicators and propose recommendations for policy and praxis, including culturally responsive data disaggregation by ethnicity and race. These policy proposals, coupled with effective preservice and inservice professional development praxis, will enhance successful transition outcomes for students with disabilities.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41666848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.1177/10442073231177384
R. Sparks
Twenty-five years ago, the author contributed a historical review of evidence on the foreign language (FL) learning problems of low-achieving and learning disabled (LD) students. Educators had proposed a new disability, FL learning disability, and developed policies permitting LD students to substitute courses or waive the FL requirement. The introduction of this new disability was premature because empirical evidence found no relationship between FL learning problems and LDs. Even so, several misguided assumptions about a unique disability for FL learning and a special relationship between FL learning problems and LDs persisted, and an LD diagnosis became the de facto criterion for FL course substitution/waiver policies. In this updated review, these assumptions and evidence falsifying them are examined. Cultural reasons for the assumptions about FL learning and LDs and the adoption of course substitution policies are proposed. The author concludes with recommendations for policymakers.
{"title":"Foreign Language Learning and Learning Disabilities: An Historical, Empirical, and Cultural Perspective for Policies and Procedures","authors":"R. Sparks","doi":"10.1177/10442073231177384","DOIUrl":"https://doi.org/10.1177/10442073231177384","url":null,"abstract":"Twenty-five years ago, the author contributed a historical review of evidence on the foreign language (FL) learning problems of low-achieving and learning disabled (LD) students. Educators had proposed a new disability, FL learning disability, and developed policies permitting LD students to substitute courses or waive the FL requirement. The introduction of this new disability was premature because empirical evidence found no relationship between FL learning problems and LDs. Even so, several misguided assumptions about a unique disability for FL learning and a special relationship between FL learning problems and LDs persisted, and an LD diagnosis became the de facto criterion for FL course substitution/waiver policies. In this updated review, these assumptions and evidence falsifying them are examined. Cultural reasons for the assumptions about FL learning and LDs and the adoption of course substitution policies are proposed. The author concludes with recommendations for policymakers.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46095636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.1177/10442073231169506
Lauren Morando Rhim, C. Ward
Over the last 20 years, researchers examining the education of students with disabilities have made a concerted effort to develop evidence-based practices (EBP) and enact policies to promote and support their usage to raise expectations and improve outcomes. However, the promised results of EBP are still elusive. This special issue illustrates the potential and impact of using implementation science across various educational contexts to develop enabling conditions for leaders and educators to support the use of evidence. We summarize the special issue’s articles on the use of implementation science to support progress toward obtaining outcomes for students with disabilities. Specifically, key takeaways from each article and connections between articles are made. The summary concludes with key recommendations for policymakers, education agencies at each level of the system, and our practitioners who make use of implementation science methods and practices.
{"title":"Special Issue on Application of Implementation Science to Improve Outcomes for Students With Disabilities: Synthesis and Future Directions","authors":"Lauren Morando Rhim, C. Ward","doi":"10.1177/10442073231169506","DOIUrl":"https://doi.org/10.1177/10442073231169506","url":null,"abstract":"Over the last 20 years, researchers examining the education of students with disabilities have made a concerted effort to develop evidence-based practices (EBP) and enact policies to promote and support their usage to raise expectations and improve outcomes. However, the promised results of EBP are still elusive. This special issue illustrates the potential and impact of using implementation science across various educational contexts to develop enabling conditions for leaders and educators to support the use of evidence. We summarize the special issue’s articles on the use of implementation science to support progress toward obtaining outcomes for students with disabilities. Specifically, key takeaways from each article and connections between articles are made. The summary concludes with key recommendations for policymakers, education agencies at each level of the system, and our practitioners who make use of implementation science methods and practices.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":"34 1","pages":"162 - 166"},"PeriodicalIF":1.6,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43998934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-28DOI: 10.1177/10442073231166904
J. Coffey
Despite federal support for evidence-based practices, practitioners have often used practices that lacked research support. In addition, when research-based practices were selected, they were often not implemented with fidelity. Designing the bridge between research and practice continues to be complex now that the research to practice gap is discerned as an implementation gap, not just as a marketing challenge. We have the architectural plans to build the bridge between research and practice, but we must be willing to follow those plans and thoughtfully support them with our resources—not an inexpensive or easy endeavor. However, wasting time and resources on efforts that do not have a meaningful impact and are not sustained is an expense that can no longer be supported. This introduction to the special issue provides the foundation for exploring the use of implementation science to improve outcomes for students with disabilities.
{"title":"Introduction to Special Issue on Implementation Science","authors":"J. Coffey","doi":"10.1177/10442073231166904","DOIUrl":"https://doi.org/10.1177/10442073231166904","url":null,"abstract":"Despite federal support for evidence-based practices, practitioners have often used practices that lacked research support. In addition, when research-based practices were selected, they were often not implemented with fidelity. Designing the bridge between research and practice continues to be complex now that the research to practice gap is discerned as an implementation gap, not just as a marketing challenge. We have the architectural plans to build the bridge between research and practice, but we must be willing to follow those plans and thoughtfully support them with our resources—not an inexpensive or easy endeavor. However, wasting time and resources on efforts that do not have a meaningful impact and are not sustained is an expense that can no longer be supported. This introduction to the special issue provides the foundation for exploring the use of implementation science to improve outcomes for students with disabilities.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":"34 1","pages":"99 - 103"},"PeriodicalIF":1.6,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45737052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1177/10442073231165775
Khetsiwe P Masuku, J. Bornman, Ensa Johnson
In 2012, Eswatini ratified the United Nation’s Convention on the Rights of Persons with Disabilities (CRPD), and in 2013 developed the national disability policy reform documents to implement the CRPD across different domains, including health care. The current study aimed to analyze these policy reform documents for the actors, context, and processes involved in the development and implementation of the national disability policy reform documents. It also examined the provisions made for access to health care for persons with disabilities by utilizing a novel disability policy analysis framework. In-depth interviews with key informants were conducted to substantiate the findings obtained from document reviews. Focus group discussions were then conducted with persons with disabilities, caregivers of persons with disabilities, and health care professionals as the end users of the policy documents. The goal was to establish their knowledge of these documents and to ascertain how effective they perceived these documents to be. Findings indicated that while the content of the policy documents mirror most of the CRPD’s principles, certain aspects related to geographical and financial accessibility should be reconsidered. There is evidence to suggest a gap in policy implementation, owing to the lack of disability conscientization in general and among policymakers in particular, and manifested through political, financial, and attitudinal factors. This implies a need for disability sensitivity programs, as well as clearer implementation guidelines and government’s commitment to disability rights and the process of implementing the national disability policy reform documents.
{"title":"Analyzing Eswatini’s National Disability Policy Reforms: Access to Health Care Implications for Citizens With Disabilities","authors":"Khetsiwe P Masuku, J. Bornman, Ensa Johnson","doi":"10.1177/10442073231165775","DOIUrl":"https://doi.org/10.1177/10442073231165775","url":null,"abstract":"In 2012, Eswatini ratified the United Nation’s Convention on the Rights of Persons with Disabilities (CRPD), and in 2013 developed the national disability policy reform documents to implement the CRPD across different domains, including health care. The current study aimed to analyze these policy reform documents for the actors, context, and processes involved in the development and implementation of the national disability policy reform documents. It also examined the provisions made for access to health care for persons with disabilities by utilizing a novel disability policy analysis framework. In-depth interviews with key informants were conducted to substantiate the findings obtained from document reviews. Focus group discussions were then conducted with persons with disabilities, caregivers of persons with disabilities, and health care professionals as the end users of the policy documents. The goal was to establish their knowledge of these documents and to ascertain how effective they perceived these documents to be. Findings indicated that while the content of the policy documents mirror most of the CRPD’s principles, certain aspects related to geographical and financial accessibility should be reconsidered. There is evidence to suggest a gap in policy implementation, owing to the lack of disability conscientization in general and among policymakers in particular, and manifested through political, financial, and attitudinal factors. This implies a need for disability sensitivity programs, as well as clearer implementation guidelines and government’s commitment to disability rights and the process of implementing the national disability policy reform documents.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48325232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-20DOI: 10.1177/10442073231165773
Diego Hernandez, Santiago Rodriguez
Public transport plays a fundamental role in providing access to urban opportunities. People with mobility restrictions face greater obstacles than other members of society. This article seeks to explore the obstacles faced by wheelchair users in Montevideo, Uruguay. To do so, we designed a set of trips to actual destinations for five types of activities to compare time costs between wheelchair users and people without mobility restrictions. We estimated time costs for sidewalk segments, waiting time, onboard bus travel time, and coupling time (i.e., idle time due to the lack of bus provision closer to the activity starting times) and found that, relative to people without mobility restrictions, each of these transit components poses high costs for wheelchair users. From a policymaking perspective, our findings point out the importance of expanding universal design in public transport. They also call attention to other factors that explain travel time such as sidewalks segments and the temporal organization of urban activities that may turn into schedule mismatches.
{"title":"Same Network, Same Access to Urban Opportunities? Accessibility Via Public Transportation for Wheelchair Users","authors":"Diego Hernandez, Santiago Rodriguez","doi":"10.1177/10442073231165773","DOIUrl":"https://doi.org/10.1177/10442073231165773","url":null,"abstract":"Public transport plays a fundamental role in providing access to urban opportunities. People with mobility restrictions face greater obstacles than other members of society. This article seeks to explore the obstacles faced by wheelchair users in Montevideo, Uruguay. To do so, we designed a set of trips to actual destinations for five types of activities to compare time costs between wheelchair users and people without mobility restrictions. We estimated time costs for sidewalk segments, waiting time, onboard bus travel time, and coupling time (i.e., idle time due to the lack of bus provision closer to the activity starting times) and found that, relative to people without mobility restrictions, each of these transit components poses high costs for wheelchair users. From a policymaking perspective, our findings point out the importance of expanding universal design in public transport. They also call attention to other factors that explain travel time such as sidewalks segments and the temporal organization of urban activities that may turn into schedule mismatches.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43888384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-13DOI: 10.1177/10442073231165762
E. Kozleski, William A. Proffitt, I. Stepaniuk
This article connects the pillars of the Americans with Disabilities Act (ADA) to the complexities of living and dying in the United States. Our argument navigates among the emancipatory intent of ADA and the lives of people whose access to power, emancipation, and transformation are compromised by the historical and contemporary divisions of difference that infuse everyday life. The gaps between the possibilities of public policy, missed opportunities, and current realities create a significant, lasting impact on generations of Americans. While we acknowledge the landmark significance of ADA, we also press the imperative to expand and strengthen its impact. This article is framed in intersectionality, the politics of difference, and the potential of social policy.
{"title":"Disability Policy in the Context of Intersectionality, Contemporary Oppressions, and Injustices: Toward a Just Future","authors":"E. Kozleski, William A. Proffitt, I. Stepaniuk","doi":"10.1177/10442073231165762","DOIUrl":"https://doi.org/10.1177/10442073231165762","url":null,"abstract":"This article connects the pillars of the Americans with Disabilities Act (ADA) to the complexities of living and dying in the United States. Our argument navigates among the emancipatory intent of ADA and the lives of people whose access to power, emancipation, and transformation are compromised by the historical and contemporary divisions of difference that infuse everyday life. The gaps between the possibilities of public policy, missed opportunities, and current realities create a significant, lasting impact on generations of Americans. While we acknowledge the landmark significance of ADA, we also press the imperative to expand and strengthen its impact. This article is framed in intersectionality, the politics of difference, and the potential of social policy.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49352297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.1177/10442073231158767
Marco Tarantino, J. Reyes
The most recent data on the labor force participation rate of individuals who identify as being blind or having vision loss in the United States indicate it is approximately 44%. In 2014, the Office of Federal Contract Compliance Programs promulgated regulations pertaining to Section 503 of the Rehabilitation Act of 1973 to address the continued lack of employment opportunities for individuals with disabilities. These reforms had the potential to expand individuals with disabilities’ employment horizons as it was estimated that the number of employees who work directly under a federal contract number in the millions. Five years later, it is unclear how federal contractors are implementing these alterations to recruit and retain legally blind individuals. Using quantitative analysis of responses from 140 current/former legally blind employees and job applicants, this research measured the current employment outcomes of the legally blind community in relation to the Section 503 regulations update. Gaps in employment for legally blind individuals existed, especially in regards to the job classifications in which they found the most success and whether the position held was disability-oriented. These results will inform HR professionals, policymakers, and blind advocates on how to proceed in developing effective disability-conscious workplace laws and policies.
{"title":"Experiences of Legally Blind Individuals at Different Stages of the Employment Cycle as These Relate to Section 503 of the Rehabilitation Act","authors":"Marco Tarantino, J. Reyes","doi":"10.1177/10442073231158767","DOIUrl":"https://doi.org/10.1177/10442073231158767","url":null,"abstract":"The most recent data on the labor force participation rate of individuals who identify as being blind or having vision loss in the United States indicate it is approximately 44%. In 2014, the Office of Federal Contract Compliance Programs promulgated regulations pertaining to Section 503 of the Rehabilitation Act of 1973 to address the continued lack of employment opportunities for individuals with disabilities. These reforms had the potential to expand individuals with disabilities’ employment horizons as it was estimated that the number of employees who work directly under a federal contract number in the millions. Five years later, it is unclear how federal contractors are implementing these alterations to recruit and retain legally blind individuals. Using quantitative analysis of responses from 140 current/former legally blind employees and job applicants, this research measured the current employment outcomes of the legally blind community in relation to the Section 503 regulations update. Gaps in employment for legally blind individuals existed, especially in regards to the job classifications in which they found the most success and whether the position held was disability-oriented. These results will inform HR professionals, policymakers, and blind advocates on how to proceed in developing effective disability-conscious workplace laws and policies.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45333812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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