A theory evaluation and programme implementer decision analysis for two therapy-driven programmes operating in the disability and rehabilitation sector by Minne, Lara

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Understanding father involvement in the education of learners with intellectual disabilities in a special school in Kenya: a case study by Karisa, Amani

“…The study was guided by theoretical perspectives from disability studies in education, masculinity and postcolonial theory. …”
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The viability of supported decision-making in protecting adolescent girls with intellectual disability from involuntary sterilisation in Nigeria

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Collaborative inclusion in South African restaurants: a case study on disability and accessibility by Mailovich, Annami

“…The study explores social inclusion barriers faced by people with disabilities in the hospitality industry and solutions to promote inclusion. …”
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The role of the disability grant in the lives of visually disabled adults on the Cape Flats by Ongolo, Thomas O

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Exploring community based social mobilisation strategies for the advancement of the right to legal capacity for people with psychosocial disabilities in Zambia

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Conceptions of disability and desert in the South African welfare state: The case of disability grant assessment by Kelly, Gabrielle Gita

“…Variation in doctors' decision-making reflects different ways of framing disability cases. …”
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The status, rights and treatment of persons with disabilities within customary legal frameworks in Uganda: A study of Mukono District by Dennison, David Brian

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Assessing the efficacy of Kenya's international and national obligations in enhancing the effective political participation of persons with disabilities (PWDs) in Kenya by Muasya Kasema, Roy Michael

“…The overall objective of this research is to examine the effectiveness of Kenya's legal frameworks (including the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), Constitution of Kenya (CoK) and Persons with Disabilities Act (PDA)) that condition the political participation of persons with disabilities (PWDs)1, and to explore the extent to which, consequently, PWDs do and can exercise their participatory rights2. …”
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Recognising the sexual autonomy of adult women with mild Down syndrome in South Africa : re-thinking vulnerability

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An exploratory study of the institutionalisation of a monitoring and evaluation system in the case of the intellectual disability programme of the Western Cape Department of Health by Jacobs, Lindsey

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Biological citizenship in Blikkiesdorp : the case of the disability grant by Kelly, Gabrielle Gita

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The needs and barriers as experienced by employees with physical disabilities in the workplace

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The role of health care workers in supporting individuals with intellectual disabilities by France, Thembisa

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Lived experiences of persons with acquired physical disability living in Windhoek, Namibia by Kaseke, Tatenda Hazel

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How Disability Inclusion Shapes Student Experiences in Egyptian Public Universities by Maher, Ramez

“…Through a qualitative approach employing reflexive thematic analysis, this study explores the interplay of institutional policies, cultural attitudes, and accessibility challenges that affect the educational experiences of students with disabilities in Egyptian public universities. …”
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Accommodating persons with severe communication disabilities in court : development and appraisal of guidelines

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The decision-making process of employing facilitators in inclusive primary schools

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Heuristics in managerial decision making during company turnaround and uncertainty

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Parent and staff perceptions of services offered to young children with disabilities at special schools by Nurse, Diane

“…Six Special schools, under the auspices of the Western Cape Education Department and situated in the Cape Town Metropole, participated in the study. Questionnaires focused on the following themes: knowledge of disability, the nature and amount of contact enjoyed by staff and parents, the level of participation, consultation and decision making afforded to parents and staff and the extent to which parents and staff perceived that their needs were being met by the school. …”
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