Access

to healthcare during covid-19 pandemic

, 34–37

to information and consultation

, 46–47

Accessibility

, 18

Action Plan

, 60, 63

Advocacy organisations

, 64

in Hungary

, 59–60

Alternative work

, 105–106

Annual Population Survey (APS)

, 168

Asperger’s Syndrome

, 122–123

Assets-based approaches

, 19–20

Autism

, 122–123, 169–170, 173–174

Autism spectrum disorder (ASD)

, 5, 120

case study

, 124–127

disability welfare policy and system of social assistance for people with autism in Poland

, 120–124

expert discourse

, 129–135

pre-pandemic challenges of individuals with ASD through lens of epistemic communities

, 127–129

study objectives and methods

, 125–127

Breaching experiment

, 81

Cardiovascular diseases

, 58

Care Act 2014

, 169, 172–173

Challenging Behaviour Foundation

, 173–174

Children

, 37, 120

laws and guidelines related to children with special educational needs

, 60–61

measures devoted to children with disabilities taken during pandemic

, 62–64

situation of children with special educational needs and with disabilities in Hungary

, 61–62

Civil Interest Network

, 64

Co-production approaches

, 19–20

Cognitive disability

, 11, 13, 58, 87–88, 93, 98

case study

, 101–104

COVID-19–infection control measures in Norway

, 100–101

results

, 104–107

welfare services in Norway

, 99–100

Cognitive disabled people, main difficulties faced by

, 87–89

Commitment to Barrier-Free Europe

, 14–19

Committee on the Rights of Persons with Disabilities

, 17

Communities of practices

, 4–5, 24

public sociology between

, 2–4

Community context, living conditions in

, 43–46

access to support

, 43–45

family carers

, 45–46

Consultation, access to

, 46–47

Convention on the Rights of Persons with Disabilities (CRPD)

, 2, 98

Coronavirus Act 2020

, 172–173

County Pedagogical Services

, 61

Covid Act 2020

, 180

COVID-19

, 2, 142

access to healthcare during

, 34–37

access to information and consultation

, 46–47

case study

, 81–83

characteristics of sample

, 83

consequences on social practices and rights regarding work participation

, 108–109

crisis

, 143

daily services during phase 1 and phase 2 of pandemic

, 83–87

education

, 37–39

employment

, 39–40

health system

, 2

infection control measures in Norway

, 100–101

living conditions in community context

, 43–46

living conditions in residential institutions

, 40–43

main difficulties faced by families and cognitive disabled people

, 87–89

methodological notes

, 33

national policy and data

, 78–81

pandemic

, 2–3, 79, 124, 168, 172

pandemic management

, 22–23

pandemic regime

, 26

presentation

, 81–82

research questions and methods

, 82–83

results

, 83–92

rules and information

, 157

sanitary regime

, 190–191

sanitary regime and role of knowledge

, 21–25

sanitary surveillance regime

, 22, 189

self-advocacy during

, 33–34

social and healthcare professionals’ challenges

, 89–92

surveillance regime

, 19–26

surveillance regime, implementing welfare disability policies during

, 25–26

surveillance regime and reforms in welfare disability policy

, 190–194

virus

, 58

Creative Quarantine

, 64–65

Curing machine

, 22–23

Daily centres

, 80–81

Daily services

, 84

activities

, 81–82

during phase 1 and phase 2 of pandemic

, 83–87

Death rates in institutions for people with disabilities

, 42–43

Deinstitutionalisation

, 20–21

Department of Health and Social Care (DHSC)

, 168, 173–174

Diabetes

, 58

Digital education

change in families

, 72–73

change in needs and difficulties of children

, 71–72

changes in working routines

, 71

effect of digital education on children’s development

, 70

help from governmental level

, 74

innovations and creative solutions

, 73–74

for persons with disabilities in special needs educators’ perspective

, 71–74

therapeutic activities under restrictions in parents’ perspective of persons with disabilities

, 70–71

Digital skills

, 159–160

Disabilities studies

, 4, 10–11, 19–20, 26

approach

, 4–5, 9, 79, 189–190

COVID-19 Sanitary Regime and Role of Knowledge

, 21–25

implementing welfare disability policies during COVID-19 surveillance regime

, 25–26

perspective and welfare disability policies

, 19–21

Disability

, 3, 10, 19

assessment process

, 120–121

complexity and innovation in international debate

, 10–13

in Europe in pandemic time

, 10–19

European policy framework

, 14–19

measuring

, 13–14

organisations

, 33

percentage of people receiving social/disability benefits in population

, 12

policy systems

, 82

situation of children with special educational needs and with disabilities in Hungary

, 61–62

theoretical background

, 19–26

Disability Laws in Hungary

, 59–60

Disability Rights Commission

, 168–169

Disability Studies in Education (DSE)

, 19–20

Disability welfare policy

, 26

and system of social assistance for people with autism in Poland

, 120–124

Discrimination in access to healthcare

, 35–36

Document studies

, 103

E-learning

, 129–131

Economic, Social and Cultural Rights (ESC)

, 98

Education (see also Digital education)

, 2, 37, 39

reopening of schools

, 38–39

school at home

, 37–38

Education, health and care plans (EHC plans)

, 173

Education and Health Care Plan (EHCP)

, 183–184

Educational sector

, 183–184

Egységes Gyógypedagaǵogiai Módszertani Intézmény (EGYMI)

, 61

Elderly parents, taking care of

, 161

Embodied Health Movements

, 24

Emotional reunion

, 161

Employment

, 39–40

England

, 168

Epistemic community

, 4, 24–25, 194–195

pre-pandemic challenges of individuals with ASD through lens of

, 127–129

public sociology between

, 2–4

Equality Act 2010

, 168–169

Europe, definition, data and policy in

, 10–19

European Commission

, 17–18, 33

European context

, 14

European Convention on Human Rights (ECHR)

, 98, 173–174

European Platform of Self-Advocates (EPSA)

, 31–32

European policy framework

, 14–19

European Union (EU)

, 14–15

rights

, 18

Strategy

, 19

Exclusion rate

, 15

Expenditure

, 80–81

Expert discourse

, 129–135

experience of individuals with ASD and families during pandemic

, 129–133

support system during pandemic

, 133–135

Familiarisation

, 191–193

Family/families

allowance

, 62

caregivers

, 125

carers

, 45–46

contribution allowance

, 62

and health and social services in Italy

, 80–81

main difficulties faced by

, 87–89

members

, 146

support

, 146

Fear

, 158

Focus groups

, 148, 157, 163

Free schoolbooks

, 62

Freedom

, 161–162

Fundamental Rights Agency

, 33

Fundamental Rights Report 2021

, 2

Gatekeeping

, 147

General Practitioner (GP)

, 168

Global COVID-19 Disability Rights Monitor report

, 21

Google documents

, 146

Government

, 22

Governmentality

, 9, 22

Health and social care sector

, 181–183

Health and Social Services in Italy, families and

, 80–81

Health services devoted to cognitive disabled people in Italy

case study

, 81–83

characteristics of sample

, 83

daily services during phase 1 and phase 2 of pandemic

, 83–87

main difficulties faced by families and cognitive disabled people

, 87–89

national policy and data

, 78–81

presentation

, 81–82

research questions and methods

, 82–83

results

, 83–92

social and healthcare professionals’ challenges

, 89–92

Healthcare

, 2

access to healthcare during COVID-19 pandemic

, 34–37

discrimination in access to

, 35–36

lack of protective equipment

, 36–37

professionals challenges

, 89–92

Home, school at

, 37–38

Home-schooling

, 37

Human rights

, 98

Human Rights Act

, 173–174

Hungarian case study

case description

, 66–74

research design and methodological choices

, 65–66

results of questionnaire survey

, 66–67

welfare disability policy in Hungary

, 59–64

Hungarian legal context

, 5

Implementation of European disability policies

, 25–26

In-depth analysis

, 4

Inclusion

, 159–160

Inclusion Europe

, 31–32

Inclusive education

, 19–20

Individual Educational and Therapeutic Program (IPET)

, 121–122

Infection control measures

, 101

Information

, 162

access to

, 46–47

Informed consent

, 148

Innovation in international debate

, 10–13

Institutionalisation

, 191–193

Institutions for people with disabilities

, 40–42

Intellectual disabilities

, 11, 13, 32–33, 35, 43, 142

analysis and policy on support services for people with intellectual disabilities and families

, 145–146

concern with pandemic

, 152

COVID-19 rules and information

, 157

data on people with intellectual disabilities in Spain

, 144–145

digital skills and inclusion

, 159–160

emotional reunion

, 161

experiences during pandemic

, 157–158

fear

, 158

focus group results

, 157–163

freedom

, 161–162

future

, 162–163

high awareness of safety measures and case statistics

, 158

information

, 162

interruption of routine

, 153–154

isolation and loneliness

, 160–161

lockdown companionship

, 160

methodology with research questions

, 146–149

partners

, 159

public transport

, 156–157

sports

, 162

staying in touch

, 159

support

, 159

survey results

, 151–157

taking care of elderly parents

, 161

welfare policy for people with disabilities in Spain

, 142–144

well-being

, 154–155

International Classification of Functioning, Disability and Health (ICF)

, 10–11

International debate, complexity and innovation in

, 10–13

International framework

, 13

Interviews

, 103–104

Isolation

, 160–161

Italian case studies

, 5

Italian Constitution

, 78

Italian national context

, 81

Italy

families and health and social services in

, 80–81

lockdown

, 82

Journal articles

, 33

Kindergarten allowance

, 62

Knowledge, COVID-19 sanitary regime and role of

, 21–25

Leading by example process

, 19

Learning difficulties

, 11–13

Learning disability

, 168–169, 173–174

Learning Disability England

, 173–174

Lockdown

, 99

affected daily activities of persons with disabilities in parents’ perspective

, 67–69

affected mental health of persons with disabilities in parents’ perspective

, 69–70

companionship

, 160

daily activities of children before and during restrictions

, 68

daily amount of physical activity of children before and during restrictions

, 67

mental health status and social behaviour of children before and during restrictions

, 69

of work and vocational activities

, 104–105

Loneliness

, 160–161

Meal allowance

, 62

Media channels

, 33

Medical model

, 10, 100

Mediterranean familistic Italian welfare system

, 78

Mental disability

, 11–13

Mental Health Act 1983

, 169

Mental health of persons with disabilities in parents’ perspective, lockdown affected

, 69–70

Mental Health Questionnaire (MHQ)

, 65–66

Ministry for Health

, 145

Municipalities

, 85

Naczelna Izba Kontroli (NIK)

, 122

National Core Curriculum (NCC)

, 60–61

National data

, 78–81

families and health and social services in Italy

, 80–81

and laws

, 78–80

National Disability Programme

, 60

National Health Service (NHS)

, 168

National Human Rights Institution (NIM)

, 108

National Institute for Health Research (NIHR)

, 173–174

National Laws

, 78–80

National policy

, 78–81

Network process

, 78

Neurodiversity

, 11–13

Nonprobability sampling

, 147

Norwegian Corona Commission (NOU)

, 105

Norwegian disability policy

, 100

Norwegian lockdown

, 98

Obesity

, 58

Occupational therapy

, 36

Office for National Statistics (ONS)

, 168

Online education

, 64

Online services

, 2

Organisation

, 174–175

impact of pandemic on work

, 175–179

Overprotection

, 191–193

Pandemic

, 23–24, 174–175

context

, 1–2

experience of individuals with ASD and families during

, 129–133

measures devoted to children with disabilities taken during

, 62–64

pandemic-induced social distance

, 58

pandemic-induced social isolation

, 58

rules

, 4–5

scenario

, 36

situation

, 59

support system during

, 133–135

Participatory research project

, 146–147

Partners

, 159

People with disabilities

death rates in institutions for

, 42–43

institutions for

, 40–42

Personal budgets approaches

, 19–20

Personal home care

, 44

Personal support

, 44

Persons with disability

, 13, 15–16

digital education and therapeutic activities under restrictions in parents’ perspective of

, 70–71

digital education for persons with disabilities in special needs educators’ perspective

, 71–74

failure of welfare services disposing process for and with

, 193–194

lockdown affected daily activities of persons with disabilities in parents’ perspective

, 67–69

Physiotherapy

, 36, 59

Piedmont

, 81

healthcare professionals

, 84–85

social services

, 84

Plena Inclusión Madrid

, 148

Policy documents review

, 172–174

Policy Innovation and Evaluation Research Unit (PIRU)

, 173–174

Private services

, 91

Protective equipment, lack of

, 36–37

Psycho-emotional disablism

, 20–21

Public Education Act

, 61–62

Public Health Emergency of International Concern (PHEIC)

, 168

Public Health England (PHE)

, 168

Public Opinion Research Center (CBOS)

, 123–124

Public sociology

between community of practices and epistemic community

, 2–4

supporting new epistemic community

, 194–195

Public transport

, 156–157

Qualitative study

, 82, 170

Quality Protect programme

, 168–169

Questionnaire survey

characteristics of respondents

, 66–67

digital education and therapeutic activities under restrictions in parents’ perspective of persons with disabilities

, 70–71

digital education for persons with disabilities in special needs educators’ perspective

, 71–74

lockdown affected daily activities of persons with disabilities in parents’ perspective

, 67–69

lockdown affected mental health of persons with disabilities in parents’ perspective

, 69–70

results of

, 66–67

Rapid Response Plan (Plan de Choque)

, 144

Regular child protection allowance

, 62

Relational model

, 100

Research Design and Methodological Choices

, 65–66

Research methods

, 102–104

Residential institutions

death rates in institutions for people with disabilities

, 42–43

institutions for people with disabilities

, 40–42

living conditions in

, 40–43

Residential services

, 79

Respondents, characteristics of

, 66–67

Royal Decree-Law 33/2020

, 143–144

Sanitary regime

, 190–191

Schools

at home

, 37–38

reopening of

, 38–39

Segregation

, 191–193

Self-advocacy

organisations

, 33–34

during pandemic

, 33–34

Self-advocates

, 31–34

Semi-residential services

, 79

Semi-structured interviews

, 170

Simons Powering Autism Research for Knowledge study (SPARK study)

, 124–125

Social professionals challenges

, 89–92

Social services

, 85

case study

, 81–83

characteristics of sample

, 83

daily services during phase 1 and phase 2 of pandemic

, 83–87

families and health and social services in Italy

, 80–81

main difficulties faced by families and cognitive disabled people

, 87–89

national policy and data

, 78–81

presentation

, 81–82

research questions and methods

, 82–83

results

, 83–92

social and healthcare professionals’ challenges

, 89–92

Sociology

, 2

Spain

, 142–143

data on people with intellectual disabilities in

, 144–145

welfare policy for people with disabilities in

, 142–144

Spanish case study

, 190–191

Special Educational Needs (SEN)

, 59, 64

Special Educational Needs and Disabilities (SENDs)

, 173

Special Educational Needs Coordinator (SENCO)

, 179

Special needs educators

, 61

digital education for persons with disabilities in

, 71–74

Speech therapy

, 36

Sports

, 162

Srodowiskowy dom samopomocy (ŚDS)

, 121–122

Support system during pandemic

, 133–135

Surveillance concept

, 23

Teaching-learning process

, 64

Teenager

, 129

Template analysis

, 170–172

Therapies

, 36

Third Sector of Social Action

, 143–144

Typically developing children (TD children)

, 120

Union of Physically Disabled People Against Segregation (UPIAS)

, 10–11

United Kingdom (UK)

, 168

Convention

, 13–15, 21

Convention for the Rights of Persons with Disabilities

, 26, 78

Special Rapporteur

, 40

United Nations Convention on the Rights of Persons with Disabilities (UN CRPD)

, 13, 32, 190, 194

Virtual communities of practices

, 24

Welfare disability policy (see also Disability welfare policy)

, 190

COVID-19 surveillance regime and reforms in

, 190–194

disability laws and advocacy organisations in Hungary

, 59–60

disability studies perspective and

, 19–21

in Hungary

, 59–64

implementing welfare disability policies during COVID-19 surveillance regime

, 25–26

laws and guidelines related to children with special educational needs

, 60–61

measures devoted to children with disabilities taken during pandemic

, 62–64

situation of children with special educational needs and with disabilities in Hungary

, 61–62

Welfare policy

, 13–14, 22, 142, 168

analysis of key experts’ interviews

, 174–179

context

, 179–181

data analysis

, 170

data collection

, 169–170

findings

, 181

limitations

, 185

methods

, 169–170

organisation

, 174–175

pandemic

, 174–175

impact of pandemic on work organisation

, 175–179

results

, 172–181

situation before pandemic

, 168–169

Welfare services in Norway

, 99–100

Well-being

, 154–155

WhatsApp

, 146

Work

, 98–99

facilitating work participation through innovative solutions

, 105–106

facilitation of work participation through individual assessments

, 110–112

life and regular day activities after re-opening

, 106–107

life before and during pandemic

, 101–102

as measure of individual rights

, 109–110

Working from home

, 105–106

World Health Organization (WHO)

, 11, 14, 168, 173–174

YouTube

, 146