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 can we learn from the COVID-19 shielding programme and other programmes that supported our most vulnerable groups during the pandemic? What were the costs and benefits of different interventions?
- 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?
- How can DWP enhance its understanding of the most appropriate measures of independent living?
- What are the likely longer-term consequences of COVID-19 for vulnerable groups and communities in terms of the volume and type of need? What new considerations does this introduce in terms of central government’s role, and that of other levels of government and other providers?
- 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?
- What is the experience of the end-to-end journey for adults with learning disabilities?
- 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.
- How does PIP assessment (and reassessment) affect people?
- 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?
- 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 children and young people with SEND and in AP be best supported in important transitions, including into post-16 education and adulthood?
- What makes communities resilient to natural hazards and other crises? What can we learn from the coronavirus pandemic about the loss of resilience and protecting vulnerable communities to inform future response to crises? What are the important social dimensions for achieving environmental and infrastructure resilience?
- How is social change impacting on change in risks to workforce health and safety (e.g. ageing workforce, gender profile, disabled people, vulnerable workers, precarious work, remote work)? What competence is required to ensure managers and supervisors can support the workforce?
- How is disability changing over time? What is the role of the benefit system in this change?
- How do needs, attitudes, and behaviours towards travel and transport vary between individuals with a disability/long-term health condition and those without?
- 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?
- 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)?
- 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
- Which interventions best support health equity and equality across different groups of workers, including those with health conditions and/or disabilities and/or caring responsibilities?
- How do schools use in-school units such as SEN Units, Resourced Provision and in-school Alternative Provision to improve pupil outcomes?
- 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?
- 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?
- 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?
- Which disabled people are supported by the benefit system and which are not? How do policy choices impact this?