Coping in the time of COVID-19: Insights from university students with intellectual disabilities.

Background: For almost two decades, students with intellectual, developmental and multiple disabilities have attended undergraduate classes at the University of Manitoba, in Winnipeg, Canada as part-time auditing students. They are supported by the Campus Life program. Campus Life employs graduate and undergraduate university students as academic tutors and social role models because they too are immersed in university life.

Nursing educators' perspectives of students with disabilities: a grounded theory study.

The purpose of this grounded theory study was to increase understanding of nursing educators' perspectives of students with disabilities. Seventeen educators from four nursing education programs in western Canada participated. The theory emerging from this data was "producing competent graduates".

Making "ethical safe space" in the translation of contested knowledge: the role of community debate in defining end-of-life decision ethics.

Objective: The objectives of this article are, first, to document a unique process of research knowledge translation (KT), which the authors describe as the creation of "ethical safe space," and, second, to document the narratives of forum participants and describe their interaction in a dialogue about vulnerability, the authority of physicians, and the perspective of people with disabilities on the policy.

Method: Narrative data from qualitative interviews with individual key informants and focus groups were used to identify speakers with specific expertise on policy, disability perspectives, and bioethical issues, who were invited to participate in the Forum on Ethical Safe Space. The planning workgroup adopted a model for enabling representative participation in the public forum designed to reduce the impact of physical, sensory, financial, language, and professional status barriers.

"In pain waiting to die": everyday understandings of suffering.

Objective: The notion of "suffering" is understood in very different ways in a variety of contexts. In palliative care, the relief and prevention of suffering is considered to be a fundamental goal (Pastrana et al., 2008).

End-of-life ethics and disability: differing perspectives on case-based teaching.

The way in which medical professionals engage in bioethical issues ultimately reflects the type of care such patients are likely to receive. It is therefore critical for doctors and other health care professionals to have a broad understanding of disability. Our purpose in this paper is to explore ways of teaching bioethical issues to first year medical students by integrating alternative approaches.