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AbstractPeople with disabilities make up approximately 16% of the world's population and disproportionately experience the risks and negative impacts of humanitarian emergencies. In humanitarian contexts, understanding who has a disability, where they are located, and what their needs are is crucial to delivering the right assistance at the right place and time. In recent years, global attention to disability inclusion in the humanitarian sector has focused on the generation of disaggregated data, most commonly using one of the Washington Group Sets of Questions. The implicit assumption behind the collection of more and more data disaggregated by disability, that it will lead to more inclusive action and outcomes, is incorrect. Our findings nuance the current push for disability disaggregated data in all settings and advocate a shift away from the blanket application of disaggregation to a more bespoke approach. Humanitarian and development contexts present multiple challenges to disaggregating data sets by demographic factors such as disability, including the use of households rather than individuals as the unit of analysis, small and non-representative samples, and minority languages with limited translation capacity. Through evaluation of the use of the Washington Group set across the world's largest humanitarian organization, and its cooperating partners, we present five decision-making criteria that can be flexibly but consistently applied across operating contexts. This enables contextualized decision-making that uses consistent logic to predict the likelihood of data disaggregation by disability leading to more inclusive action and outcomes.

Practice education is a core component of speech and language therapy education. COVID-19 led to the abrupt disruption of student placements and the rapid adoption of technology-supported solutions to ensure the continuity of clinical learning, including telepractice and simulation-based learning. Technology brings many opportunities. For example, simulation-based learning allows students to engage with rare clinical presentations or practise skills before meeting clients. However, the sudden shift to technology solutions meant that many practice educators and students were learning through trial and error as they engaged with the technology. Furthermore, telepractice requires additional skill learning and competency development for both students and educators. This study aimed to evaluate the experience of students and educators involved in practice education during the pandemic and identify how technology-enabled practice education can be effectively supported in the future. Using a six-step co-design approach, we considered the extant literature and evaluated the benefits and challenges of using technology-enabled practice education during the pandemic. Through an iterative co-design process, we synthesised the learning to develop a framework to support technology-enabled practice education and an online toolkit resource to support students engaging with technology-enabled practice education.