Datasets Scoping Review Disability-Inclusive Communication

No consistent operational definition of disability-inclusive communication was identified, with only five studies explicitly defining the construct. Various pedagogical approaches were reported, with role-play being the most frequently used. Assessment predominantly relied on self-reported perceptions using instruments that were not specifically designed to measure disability-inclusive communication.

The involvement of PWDs in teaching were prominentlyreported, alongside the contributions from faculty members, senior students, educational institutions, and disability-related professionals. Overall, disability-inclusive communication teaching is increasingly addressed in HPE, but substantial gaps remain in its conceptualization and assessment. Further research across diverse sociocultural and educational contexts is needed, particularly to develop and validate standardized instruments for assessing disability-inclusive communication competence. </p>