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Purpose: Based on a sample of employees with disability, this study aimed to: (1) evaluate the construct validity of work ability index (WAI), core self-evaluation scale (CSES) and job in general index (JIG), in order to make a valid and reliable assessment of their work ability, job satisfaction and core self-evaluation; (2) assess their levels of work ability, job satisfaction, and core self-evaluation; (3) investigate the associations of work ability with job satisfaction and core self- evaluation among them; and, (4) determine which demographic characteristics significantly affect the work ability of employees with disability.

Methods: The sample consisted of 275 employees with disability. Data was collected using a self-administered survey.The analysis focussed on: (1) CFA- for evidence of the construct validity of the employed scales; (2) Descriptive analysis - for evaluating the variables of the study; (3) Pearson correlation analysis – for understanding the simple correlation between variables of the study; and, (4) One-way ANOVA- for identifying the demographic factors that influence the work ability of employees with disability.

Results: The findings indicated that 29.5% of the participants had poor levels of work ability, while 35.3% reported moderate levels of work ability. Also, 49.1% of the participants reported moderate levels of core self-evaluation, and 70.5% exhibited high job satisfaction. In this study, work ability was found to be associated with core self-evaluation and job satisfaction. Significant differences in work ability levels were found in terms of age, level of education and employment status of the respondents.

Conclusion: Work ability among employees with disabilities did not seem to be influenced merely by individual health status. Attitudinal and dispositional factors appeared to have a significant impact on their levels of work ability. Thepotential positive impact of education and employment status on employees’ levels of work ability are highlighted in this study.

Collection of data about disability in a census or survey context is influenced by the cultural context, particularly the beliefs and practices within the communities where the data are collected. Attitudes toward individuals with disability will influence what questions are asked, how such questions are framed, and how individuals in the community will respond to these questions. This article examines how culturally defined concepts of disability influence the development of questions on the topic, as well as helps determine who asks the questions and who answers the questions. These issues in turn influence how much data are collected and how accurate the data are. It also examines how ethnic diversity and poverty contribute to these questions. Recommendations for attention to these issues are made by census and survey.

This note concerns monitoring and evaluation of disability and inclusion in light of the sustainable development goals. The note identifies steps which can be taken by individual countries and the international community as a whole to address the gaps in data disaggregation and collection concerning people with disabilities. The note concludes with a discussion of possible ways forward for better monitoring and evaluation for disability inclusion in the 2030 Agenda for Sustainable Development

This report presents the findings of a study that developed and tested a best-practice population-based survey methodology to estimate the prevalence of disability in children and adults in India, and compared the extent to which people with and without disabilities access key mainstream services and opportunities including health, education and livelihoods in Telengana State, India

This report presents the findings of a study that developed and tested a best-practice population-based survey methodology to estimate the prevalence of disability in children and adults in Cameroon, and compared the extent to which people with and without disabilities access key mainstream services and opportunities including health, education and livelihoods in north west Cameroon

This research summary of presents the aims, methods and key findings from two disability studies in Cameroon and India. The studies developed a comprehensive population-based survey methodology that is compatible with the International Classification of Functioning (ICF), and explored the inter-relationship between the components of this framework

“This baseline report contains information on the initial steps (prior to the start of data collection) undertaken to include disaggregation of data by disability in two projects in Tanzania and India. The report includes information on project selection, development of an Monitoring and Evaluation (M&E) plan, adaptation of data collection tools and training of Country Office staff, partners and data collectors. This baseline also captures the knowledge, attitudes and practices of programme managers, decision makers and data collectors around disability, the availability of data, and the experiences of Sightsavers’ implementing staff”

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This paper summarises education information disaggregated by age, gender and impairment gathered on children with disabilities in 268 schools in four districts in Mashonaland West Province (MWP), Zimbabwe, and outlines results from a survey given to parents, caregivers and teachers on knowledge, attitudes and practices. Findings highlighted a lack of training in inclusive education and the major barriers identified were a lack of assistive devices; distance to school and lack of transportation; cost; and human resource allocation. This research forms part of a three-year project led by Leonard Cheshire Disability Zimbabwe Trust to promote the provision of inclusive primary education for children with disabilities in that province and these findings provide the programme team with the possibility of adapting interventions and measuring changes over the duration of the project

Working Paper 26

This report provides a summary of research project conducted by the International Centre for Evidence in Disability at the London School of Hygiene and Tropical Medicine and the University of Malawi. The study used the Key Informant Method (KIM) to estimate the prevalence of moderate/severe physical, sensory and intellectual impairments and epilepsy among children in two districts (Ntcheu and Thyolo) in Malawi. This report presents summary of the study’s background information, aims and objectives, key findings, conclusions and recommendations