Perceptions of Inclusion in Disability Communication with Plithogenic Fuzzy Soft Sets

Abstract

This article explores how scientific communication with disability can foster social inclusion through an awareness of the challenge of conveying ambiguous perceptions across fields. This is a timely topic because inclusive communication facilitates equity and subsequent participation in academic and socio-cultural settings by persons with disabilities; however, the existing body of literature does not take an approach that represents an intrinsic indeterminacy of human perceptions. Absent this intrinsic human quality, research results oversimplify abilities and failures to include persons with disabilities. My approach fulfills this gap by using plitogenic fuzzy soft sets, which is a more generalized mathematical construct to theorize ambiguity of transformations from qualitative and quantitative data. An interdisciplinary experiment was conducted with graduate students and faculty where perceptions were evaluated and subsequently ranked. Results show that plitogenic soft set components generate non-categorical patterns in communication relative to scientific communication with disability inclusion which presents challenges due to complicated nature but also opportunities due to clear understandings of practical ability. Therefore, this study contributes to the literature on scientific communication relative to disability inclusion by not only expanding existing theoretical frameworks of inclusive communication but also providing suggestions for effective construction of inclusive communication strategies. Thus, it supports trained professionals for ethical equitable higher education access, thereby, facilitating social engagement opportunities for persons with disabilities.