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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Related Experiment Video

Updated: Jul 8, 2025

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Considerations when asking about "disability" in disability inclusive research.

Lynn Cockburn1, Jacob Roberts2, Soomin Lee3

  • 1Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, ON, Canada.

Disability and Rehabilitation
|December 14, 2023
PubMed
Summary

Researchers should carefully select methods for asking about disability in studies, as there is no single best approach. Choosing the right method depends on the specific research goals and context.

Keywords:
CRPDDisabilityICFWHODASWashington group questionsdisability inclusive researchresearch methods

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Area of Science:

  • Disability Studies
  • Rehabilitation Research
  • Health Research Methodology

Background:

  • Inclusion of "disability" in research can be complex for various stakeholders.
  • Guidance on conceptualizing and querying disability in research is needed.

Purpose of the Study:

  • To present conceptualizations of disability for research.
  • To outline methods for asking about disability in research studies.
  • To analyze available methodological approaches.

Main Methods:

  • Literature reviews were conducted.
  • Extensive discussions were held.
  • Key resources (articles, books, websites, reports) were identified.

Main Results:

  • Four primary approaches to asking about disability were identified.
  • Each approach is detailed with background, usage, and examples.
  • A comparison table highlights similarities and differences between approaches.

Conclusions:

  • No single "best" method exists for asking about disability in research.
  • The chosen approach must align with the study's specific purpose.
  • Careful consideration of options is crucial for selecting the most appropriate method.