Abstract
In this study, conducted with blind people, an investigation was made on the perception of the socio-spatial relationship in individuals with visual impairment. A social notion of disability was employed in which the environment played a preponderant role in the development of aspects, such as accessibility, inclusion/exclusion, and participation. This was a qualitative research of the action research type that involved a survey on the social perception administered to 10 participants, analyzing three categories: material environment and structural barriers, social practices, and citizenship status. A systematic process was developed, which revealed differences between physical space and represented space with regard to the perception of individuals with visual impairment. This is because, being designed starting from the traditional conception of the normative body, it makes people with disabilities dependent and therefore seen more as subjects of protection rather than of rights.

Abstract
This narrative review sheds light on the challenges faced by parents in raising adolescents with Developmental Disabilities (DD). Notable gaps were identified by synthesizing findings from 143 articles spanning five decades across three reputable databases. These gaps include a lack of sexual education for boys, mothers’ concerns about girls’ inadequate self-care and discomfort with sanitary pads, as well as an increased vulnerability to sexual offenders. Challenges in developing identity, autonomy, and self-esteem were also highlighted. Little attention has been given to understanding the dynamics in relationships between parents and typically developing children, as well as between siblings, including those with DD. The review highlights the imperative for a greater recognition of a “family-centered approach” and a tailored care model that aligns with parents’ specific needs. Addressing these issues is critical to a comprehensive understanding of the complex challenges parents face as they navigate adolescence with a child with DD.

Abstract
This study aims to develop and determine the needs of students with special needs and the proposed solutions for them in the process of disaster management by applying the knowledge and experience of special education teachers. The study, conducted with a qualitative research method, was carried out on 15 teachers, 10 of whom were special education teachers working in a special education application school located in the Mersin province (Turkey). In the study, a semi-structured individual interview form was used to address the needs of students with special needs in disasters created by the researchers who conducted in-depth face-to-face interviews. The audio recordings taken from the participants were encoded in the MAXQDA 22 program. A considerable number of participants reported their opinions on moderate to severe intellectual disabilities. Two themes were reached as a result of the analysis of the study: “disaster preparedness” and “lives of students with special needs”. Teachers highlighted the need to incorporate engaging elements in disaster training for their personal development, emphasizing the use of concretization techniques. A key finding of this study, concerning the needs of these specific groups in the face of disasters, is the imperative need for disaster training. Disaster training for children with special needs should be a priority.

Abstract
This investigation focused on reviewing the published works that address the use of the videogame Minecraft as a tool to facilitate an educational space that bridges the gap and is inclusive of neurotypical students with normal learning and students with different forms of disabilities. Results were found using three popular databases: EBSCOhost, Dialnet and Scielo; however, when using keywords and phrases that linked to studies that used Minecraft to assess inclusive education in students, only three articles met the inclusion criteria. In these three studies, Minecraft was found to be a useful tool for the inclusive education of students with disabilities as Minecraft allows for a safe space for education that can be modified extensively depending on the needs of the students of pedagogy; yet, the scarce amount of written articles that met the criteria did not allow to reach universally conclusive results.

Abstract
Parents of children with disabilities may experience high levels of parenting stress and low levels of life satisfaction, which may vary depending on the child's degree of disability. The aim of the study was to examine the different levels of parenting stress and life satisfaction among mothers of children with cerebral palsy and autism. The impact of the level of disability on parenting stress and life satisfaction was studied. The sample consisted of 50 mothers of children with cerebral palsy and 48 mothers of children with autism. The data was collected using the Parenting Stress Index Short Form and the Life Satisfaction Scale. Sociodemographic data was collected from parents by completing a personal information form. The Independent sample t-test and Mann-Whitney U test were used to compare the two groups. Pearson correlation analysis was used to calculate the correlation coefficients. The study shows that mothers of children with cerebral palsy had statistically significantly higher parenting stress and lower life satisfaction than mothers of children with autism. The relationship between parenting stress and life satisfaction varied depending on how disabling the child’s condition was. Caring for children with severe disorders may require more time and effort, which can have a negative impact on parenting stress.

Abstract
The study was conducted with a quasi-experimental design to determine the effect of the nursing support program prepared in line with the Health Belief Model (HBM) to improve reproductive health in women with orthopedic disabilities. A total of 50 women were included in the research sample, 15 of whom were in the experimental group and 35 in the control group. A 3-week nursing support program was applied to the women in the experimental group. For data collection, the Introductory Information Form and the Scale for Determining Married Women’s Attitudes towards Protecting Reproductive Health (SDRH) were applied. The assessments were carried out with a follow-up form for four months. In the first assessment, the SDRH total scores were 119.93±20.59 for the experimental group and 122.20±16.71 for the control group. In the last assessment, the SDRH total scores were 144.27±11.95 for the experimental group and 118.00±16.43 for the control group. The difference between the SDRH total scores of the groups at the first and last assessment was statistically significant (p < .01). It was found that the HBM-based nursing support program applied to women with orthopedic disabilities had a positive effect on some reproductive health behaviors.