disability
Research Topic
Language: English
This is a research topic created to provide authors with a place to attach new problem publications.
Research problems linked to this topic
- • What are the elements that need to be in place or adaptions that need to be made to mainstream schools and teaching practice to make education settings inclusive to children with different types of SEND (at the child, school, and system level?)
- How can we improve the design of vehicles, and other transport modes, to meet the needs of disabled people better? Including those who fall into other protected characteristic groups
- How have disabled people been affected by the recent Cost of Living challenges, compared with non-disabled people, and have they sought out extra resources to help them cope?
- Do passenger experiences and/or perceptions prevent people with disabilities from using maritime modes (ferries and cruises)? What areas of the passenger experience that are problematic for people with all types of disabilities?
- How can DWP enhance its understanding of the most appropriate measures of independent living?
- How does PIP assessment (and reassessment) affect people?
- • What works to support transitions (including to primary school, to secondary school, within secondary e.g. from year 7 to year 8) for different groups, including children with SEND (including transitioning between different types of settings)? (See also 'Every child achieving and thriving’).
- How do needs, attitudes, and behaviours towards travel and transport vary between individuals with a disability/long-term health condition and those without?
- • How can schools effectively monitor and evaluate the impact of provision they make for children with SEND? How should progress and attainment be assessed for those with different types of SEND?
- Which groups are vulnerable to which types of digital exclusion?
- How can we improve outcomes for all pupils, especially those from disadvantaged backgrounds and those with SEND?
- What are the characteristics of the SEND and AP workforce? What are the barriers to SEND and AP staff recruitment and retention, and how can we overcome these?
- How do schools use in-school units such as SEN Units, Resourced Provision and in-school Alternative Provision to improve pupil outcomes?
- • How can digital and assistive technology support learners with SEND, including to participate in mainstream education settings?
- • Are there different developmental trajectories of cognitive, emotional, and social skills for different types of SEND, and if so, what does this mean for classroom pedagogical practice?
- Stroke is the fourth leading cause of death and the leading cause of significant, long-term disability in the United States.
- Stroke is a significant cause of long-term disability.
- Hearing loss is a global public health problem with a high prevalence, significantly impairing communication and leading to a decrease in the quality of life.
- Intellectual disability (ID) is a heterogeneous neurodevelopmental disorder with a complex genetic underpinning in its etiology.
- Neurological diseases are the most common cause of disability worldwide.
- Psychiatric disorders are the leading cause of disability worldwide while the pathogenesis remains unclear.
- Which interventions for disabled people are most effective in supporting movements into work? What barriers prevent disabled people and/or people with health conditions from moving into, and progressing in, work?
- • How can childcare for school aged children better support disadvantaged children and children with SEND?
- Which disabled people are supported by the benefit system and which are not? How do policy choices impact this?
- What are the enablers and barriers to travel for disabled people and those with long-term health conditions -including those who fall into other protected characteristic groups?
- • What differences in support are needed across different educational settings (including early years, colleges, and Alternative Provision) to ensure the best support for learners with SEND to thrive and achieve? What support can be universal, and which support needs to be targeted?
- • What are the barriers to learning experienced by children with SEND, and what universal and targeted strategies and interventions are effective in helping them overcome these barriers? How do they vary depending on type of SEND?
- How does receipt of benefit payments affect disabled people and people with long-term health conditions? What impact does it have on independence, financial security, employment, wellbeing?
- How can we work most effectively in partnership with others to ensure that additional needs (especially regarding Special Education Needs and Disabilities and mental health) are identified and addressed as early as possible?
- How can we work most effectively in partnership with others to ensure that additional needs (especially regarding Special Education Needs and Disabilities and mental health) are identified and addressed as early as possible?
- What types of approaches lead to better outcomes for condition-specific learning needs in mainstream schooling? What works for SEND outreach work, for example from special schools to support learners in mainstream schools?
- What are the barriers faced by founders from diverse backgrounds in accessing finance? How does this vary across different social groups (e.g. ethnicity, gender, age, neurodiversity, disability status)?
- What is the experience of the end-to-end journey for adults with learning disabilities?
- How can children and young people with SEND and in AP be best supported in important transitions, including into post-16 education and adulthood?
- • What works in driving successful HE participation and positive destinations post HE, for disadvantaged groups (including care experienced students), and other groups such as those with SEND?
- What teaching approaches, particularly through inclusion in mainstream education, would better support children with different types of Special Education Needs and Disability (SEND) to achieve and thrive?
- How is disability changing over time? What is the role of the benefit system in this change?
- • What approaches would enable the best (most consistent and reliable) identification of additional need, how early can they be used, how cost-effective are they, and how can they be used at scale?
- • What are the characteristics of additional needs for children in the early years, with specific consideration of neurodiversity, speech and language, and mental health interventions?
- • How can we improve outcomes for those [pupils/students] who need a specialist placement, preparing them to be as independent and prepared for adulthood as possible? What do the best special schools do that could be replicated elsewhere, including in mainstream provision?