Ami Rokach, York University

This special issue explores psychology's role in supporting individuals facing disability, illness, and mortality. Disability encompasses not only physical, sensory, or intellectual impairment but also societal exclusion and discrimination. Illness creates significant psychological stress through symptoms and hospitalization, while death and dying present unique challenges for patients and their families.

Appel publié par The Journal of Psychology. Voir l'appel sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Disability and psychology, including adjustment to loss, stigma, disability pride, and mental health disparities
• Ableism and discrimination against people with physical or mental disabilities
• Psychological impacts of illness, including stress, pain, fatigue, and loss of bodily functions
• Hospitalization and its short-term and long-term psychological consequences
• Death, dying, and end-of-life psychological support
• Grief and bereavement support for families
• Mental health interventions for disabled, ill, and dying individuals

Timeline

• September 30, 2026: Deadline for submission of manuscript
• January 31, 2027: Manuscript deadline

This special issue addresses the intersection of disability with health services research and policy. The collection seeks to advance understanding of how health systems and policies affect people with disabilities and to promote evidence-based approaches that improve healthcare delivery and outcomes for this population.

Appel publié par Journal of Health Services Research & Policy. Voir l'appel sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Miriam Moeller, University of Queensland

Dana L. Ott, University of Otago

Matevž Rašković, University of Technology Auckland

Sophie Hennekam, Audencia Business School

Timothy J. Vogus, Vanderbilt University

Joy E. Beatty, Eastern Michigan University

Judith Clair, Boston College

Business schools worldwide are reassessing their social purpose while increasingly recognizing that neurodivergence—including autism, ADHD, and dyslexia—affects a significant portion of the population, especially younger generations. Current systems often disadvantage neurodivergent learners and staff by privileging narrow forms of interaction while placing adaptation burdens solely on neurodivergent individuals.

This special issue reimagines how business schools can become genuinely neuroinclusive environments. Rather than focusing on accommodations alone, it invites contributions examining how neurodiversity enriches learning and knowledge creation. The call welcomes conceptual and empirical work from diverse theoretical perspectives and global contexts, particularly from scholars in disability studies, inclusive education, and critical management studies.

Appel publié par Academy of Management Learning and Education. Voir l'appel sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Neurodiversity in business school design and pedagogy
• Inclusive teaching practices and Universal Design for Learning
• Neuroinclusive curriculum and assessment methods
• Experiences of neurodivergent learners, academics, and professional staff
• Intersectionality of neurodiversity with gender, race, culture, and other identities
• Support systems and accommodations for neurodivergent individuals in higher education
• Transition experiences from secondary school to management education and into the workforce
• Staff training and institutional culture around neurodiversity
• Technology and artificial intelligence applications for neurodivergent learners
• Non-WEIRD (Western, Educated, Industrialized, Rich, Democratic) perspectives on neurodiversity in education
• Social justice, DEI, and equity in business schools
• Neurotypicality assumptions and double empathy problem in management education
• Masking, disclosure, and psychological safety
• Employment outcomes and career readiness of neurodivergent graduates
• Co-occurring neurocognitive conditions and intersecting disabilities
• Leadership development and neurodiversity competencies
• Experiential learning and study abroad adaptations for neurodivergent students

Timeline

• May 13, 2026: Deadline for submitting proposals for optional professional development workshop in May 2026
• November 1, 2026: Submission window opens
• December 14, 2026: Submission window closes

Associate editors

• Katrin Mühlfeld, University of Trier
• María José Murcia, IAE Business School