Hayvon John C, Roduta Roberts Mary
Faculty of Rehabilitation Medicine, University of Alberta, 3-48 Corbett Hall, 8205 - 114 St. NW, Edmonton, AB T6G 2G4, Canada.
Department of Occupational Therapy, University of Alberta, 2-64 Corbett Hall, 8205 - 114 St. NW, Edmonton, AB, T6G 2G4, Canada.
Transl Behav Med. 2025 Jan 16;15(1). doi: 10.1093/tbm/ibaf027.
Equitable access to knowledge and knowledge translation that is inclusive to marginalized patients-including those whose health conditions have resulted in lifelong disability-may be supportive of health equity. In enhancing the evidence base of what constitutes disability-inclusive knowledge translation, patients may be better supported in their health literacy, self-management, or autonomy in making health-related decisions. To identify potential guiding principles from the discipline of special education that has been invested in providing equitable access to knowledge for patients living with disabilities across all age groups. Qualitative synthesis of existing theories, models, and frameworks (TMFs) in special education is performed to identify constructs which may guide disability-inclusive knowledge translation. A search methodology adapted from PRISMA-ScR was conducted in Web of Science and Scopus to identify review-type studies in special education scholarship. A total of 69 unique review-type studies were retrieved in the English language, resulting in 21 meeting the inclusion criteria of presenting a special education TMF with potential to inform knowledge translation. Ten themes emerged through data charting of theoretical constructs, as well as open coding of five studies. Findings that may promote disability-inclusive knowledge translation are presented in a synthesized framework with 25 considerations. Special education TMFs are diverse in focus; this first-steps study illustrates significant potential of special education TMFs in informing disability-inclusive knowledge translation. Future studies that engage with a more expansive set of special education TMFs will bring value to implementation science.
公平获取知识以及将知识转化为对边缘化患者（包括那些因健康状况导致终身残疾的患者）具有包容性的做法，可能有助于实现健康公平。在加强构成包容性残疾知识转化的证据基础方面，患者在健康素养、自我管理或做出与健康相关决策的自主权方面可能会得到更好的支持。旨在从特殊教育学科中确定潜在的指导原则，该学科一直致力于为所有年龄段的残疾患者公平获取知识提供支持。对特殊教育中现有的理论、模型和框架（TMFs）进行定性综合，以确定可能指导包容性残疾知识转化的结构。在科学网和Scopus中采用改编自PRISMA-ScR的检索方法，以识别特殊教育学术研究中的综述型研究。共检索到69项英文的独特综述型研究，其中21项符合纳入标准，即呈现出有可能为知识转化提供信息的特殊教育TMF。通过对理论结构的数据图表分析以及对五项研究的开放编码，出现了十个主题。在一个包含25个考量因素的综合框架中呈现了可能促进包容性残疾知识转化的研究结果。特殊教育TMF的重点各不相同；这项初步研究表明特殊教育TMF在为包容性残疾知识转化提供信息方面具有巨大潜力。未来涉及更广泛特殊教育TMF的研究将为实施科学带来价值。
