Improving community attitudes and behaviours is core to improving inclusion for people with disability. To identify ways to achieve such change, we analysed data from qualitative interviews with sixty-one expert stakeholders in Australia, informed by our preceding literature review on effective interventions. We identified five themes describing factors with the potential to change attitudes and behaviours to improve inclusion and reduce discrimination: ensuring people with disability have active presence across all life domains; leadership by people with disability, together with organisational and governmental leadership that values the diverse contribution of people with disability; a holistic approach to policy and interventions that targets multiple levels of change; long-term and adequately resourced initiatives to achieve structural and sustained change; and commitment to measuring and monitoring change interventions, to inform decisions and maintain accountability.

This study aims to measure inequalities in the distribution of functional difficulties and their different domains among youth aged 15–29 years in Egypt, according to selected socioeconomic characteristics (e.g. wealth quantiles and education level of the head of the household). The data come from the nationally representative survey, ‘Household Observatory Survey’, with 10,405 persons aged 15–29 years representing the study sample population. The survey identifies individuals with disabilities using the Washington Group Short questions. Inequalities in disability distribution have been measured by the concentration index (CI). The results indicate that functional difficulties have been concentrated among the poorest youth and households headed by illiterate persons. Rural areas have the highest concentration of disabilities among youth, with the lowest wealth and the lowest educational level of the head of the household. The CI suggests the existence of socioeconomic inequalities in all functional difficulties except for seeing difficulties. Understanding which factors more substantially contribute to inequalities is critical for advancing policies devoted to enhancing the quality of life for individuals with disabilities.

The purpose of this study was to systematically map and synthesise literature on interventions that promote the involvement of parents of school-aged children with disabilities in education. The study focused on peer-reviewed, primary intervention studies published in English between 2000 and 2021. Nine databases were searched, and 21 articles were identified and included in the review. The Mixed Methods Appraisal Tool was used to assess the quality of the included studies, and narrative analysis was used to synthesise the data. The duration of the interventions varied from 7 to 36 months. Most studies were conducted within the context of high-income countries and focused on parents of children with intellectual disabilities. Most studies reported positive effects on one or more groups: parents, children, schools, and communities. However, there was heterogeneity in the outcome measures used, which limits comparability across interventions. The quality assessment revealed high-/medium-bias risks in most articles. Future research should include higher quality studies driven by theoretical models. The results support the need for more research on parental involvement in the education of children with disabilities, especially intervention studies within the context of low- and medium-income countries.

The American with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act have made little progress towards preventing disability-based discrimination within the organ transplant evaluation process. Intellectual and developmental disabilities (I/DD) pose a unique problem for transplant teams and transplant physicians because I/DDs can simultaneously be a legitimate contraindication for transplantation and a mechanism for invidious discrimination against intellectually disabled persons. A culprit for ongoing disability-based discrimination is a transplant center’s authority to develop its own eligibility criteria. While medical criteria for eligibility are generally well-settled, psychosocial criteria — an amorphous constellation of risk factors for post-transplant success — can serve as a facially neutral disguise for social worth determinations of individuals with I/DDs. Consequently, individuals with I/DDs are unjustifiably denied eligibility for organ transplantation and transplant-related services.

This Article begins by identifying the pitfalls of current federal antidiscrimination legislation. It then discusses the foreseen benefits and drawbacks of House Resolution (H.R.) 8981, a recently proposed federal bill, that expressly prohibits disability-based discrimination within the organ transplant evaluation process. The Article ends by offering potential solutions for professional organizations and transplant centers that aim to provide for equitable access to organ transplantation and transplant-related services for intellectually disabled individuals.

Individuals with intellectual disabilities face discrimination on a daily basis. The coronavirus disease (COVID-19) pandemic has highlighted the systemic ableism that is embedded within American culture, particularly through health care bias and discrimination. In turn, this creates further marginalization during diagnosis, triage, and treatment of the novel coronavirus. Multiple states have filed complaints against state triage protocols that suggest an abled life is more worthy than a life with a disability. Although many of these protocols have been updated and replaced, generalized triage statements fail to address health care bias that is embedded within the American system. In addition to the existing solutions, proposed solutions to addressing health care bias include integrating social workers into the emergency management process and the overall disaster management field. To combat bias and ableism across the health care system, a social justice perspective that highlights discrimination, inequalities, and inequities in overall individual care must be adopted.

With the rapid advancement of innovative technology, coupled with IT being a core function in contemporary business, there has been an upward trend of multi-national companies (MNCs) reporting a skill deficit in areas such as data analytics and cybersecurity (Columbus, 2017. IBM predicts demand for data scientists will soar 28% By 2020. Forbes; NeSmith, 2018. The cybersecurity gap is an industry crisis. Forbes). In a recent survey with over 3,000 CIOs, 65% indicated their organizations were unable to maintain par with the progression of technology in areas such as data analytics and security due to a lack of adequate talent (Harvey Nash & KPMG, 2018. CIO survey 2018). Although, organizations have recently started to expand their talent pipeline following a neurological breakthrough: research as well as anecdotal evidence suggests adults with mild forms of autism display above-average intelligence, increased attention focus, and high visual–spatial abilities; a combination in high market demand for roles such as software testing, data analysis, cybersecurity, and engineering due to their uncanny ability with pattern recognition, information processing, analytics, and attention to detail.

These auspicious developments come at the helm of an increasing rate of governments around the world implementing provisions to their labour regulations towards equitable hiring of people with disabilities (Myors et al., 2017. Perspectives from 22 countries on the legal environment for selection. Handbook of Employee Selection. 659–677. Research Collection Lee Kong Chian School of Business.). Some, such as France, Japan, Kenya, Korea, and Taiwan, have gone so far as to set quota targets (Myors et al., 2017. Perspectives from 22 countries on the legal environment for selection. Handbook of Employee Selection. 659–677. Research Collection Lee Kong Chian School of Business.). The implication for organizations is that they need to develop disability-inclusive recruitment and selection systems along with work designs and environments that are disability friendly. But what does this mean in practice? What does a disability-inclusive recruitment and selection system look like?

Enter DXC Technology (DXC): born out of a merger between global conglomerate Computer Science Corporation and Hewlett Packard Enterprise, generating close to $25 billion annually in revenue, with clients across more than 70 countries, they strategically became a pioneer in the digital transformation that was taking place globally. In the wake of the breakthrough in employment diversity, DXC recognized this as an opportunity to gain a critical edge within the increasingly competitive talent pool market. First, design a program of their own for recruiting and selecting adults with high functioning autism. Next, through a collaboration with various universities including the University of Queensland and Macquarie University, Neurodiversity Hubs were established; an initiative designed to assist neurodivergent students with obtaining work experience and internships. In doing so, they faced the following key challenges: How could they design a recruitment and selection strategy for neurodivergent individuals that was equitable, ethical, and efficient? In particular, where could they find suitable neurodivergent candidates, what criteria should they use to select them, and how should they handle unsuccessful candidates to ensure beneficial outcomes for all stakeholders?

Applied psychologists commonly use personality tests in employee selection systems because of their advantages regarding incremental criterion-related validity and less adverse impact relative to cognitive ability tests. Although personality tests have seen limited legal challenges in the past, we posit that the use of personality tests might see increased challenges under the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA) due to emerging evidence that normative personality and personality disorders belong to common continua. This article aims to begin a discussion and offer initial insight regarding the possible implications of this research for personality testing under the ADA. We review past case law, scholarship in employment law, Equal Employment Opportunity Commission (EEOC) guidance regarding “medical examinations,” and recent literature from various psychology disciplines—including clinical, neuropsychology, and applied personality psychology—regarding the relationship between normative personality and personality disorders. More importantly, we review suggestions proposing the five-factor model (FFM) be used to diagnose personality disorders (PDs) and recent changes in the Diagnostic and Statistical Manual of Mental Disorders (DSM). Our review suggests that as scientific understanding of personality progresses, practitioners will need to exercise evermore caution when choosing personality measures for use in selection systems. We conclude with six recommendations for applied psychologists when developing or choosing personality measures.

Christianity espouses the dignity of all humanity and professes welcome for all to the communion of saints. Yet people with disabilities, especially those with more severe or profound physical or psychological disabilities, are largely invisible inside our houses of worship. This article examines the meaning of dignity and inclusion through the lenses of Christian anthropology, disabilities liberation theology, and the lived experience of persons with disabilities. It concludes with some suggestions on how to begin inclusion.

School leadership is critical to provide students with disabilities with opportunities to learn in inclusive schools. We summarise research about inclusive leadership, outlining factors that promoted and impeded inclusive schools in the United States. Next, we provide an example of a national collaboration between the Council of Chief State School Officers (CCSSO) and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center that linked the Professional Standards for Educational Leaders (PSEL; National Policy Board for Educational Administration, 2015) to a supplemental guidance document, titled PSEL 2015 and Promoting Principal Leadership for the Success of Students With Disabilities. The latter illustrates what effective inclusive school leadership means for each of the 10 PSEL standards, and provides recommendations for improving leadership preparation and policy, including licensure. We also consider possible implications of this work for those in other countries, emphasising the need for widely understood and shared leadership practices and the need to link such practices to initial and ongoing leadership development.