Search

What role do texts play in LGBTQ (lesbian, gay, bisexual, transgender, and queer) parents’ experiences of disability service systems? In interviews with 15 LGBTQ parents of disabled children in Toronto, Canada, participants selected documents to be used as a focus for discussion. Parents considered how LGBTQ identity and other intersectional identities influenced their experiences of institutional texts including adoption certificates, intake forms, and assessments. Findings suggest that documentation practices can operate as forms of systemic gatekeeping. LGBTQ identity was sometimes very significant in parents’ accounts, and sometimes less central than other aspects of their families' identities and experiences. [ABSTRACT FROM PUBLISHER]

Where one sibling has a disability, research has examined the role of disability in sibling relationships; however, the majority has reflected a normative understanding of sibling relationships and a deficit understanding of disability. Reacting to this history, this paper draws on the concepts of embodiment (absorption of bodily experience into self/identity) and enactment (performance of self/identity) to provide a new way of understanding the role of disability in sibling relationships. Using data from an Australian study of young adult siblings with and without disabilities, the paper discusses how disability is embodied and enacted in: how siblings engage in supportive and conflictual talk and everyday chat with each other; how they enact recreation and seek connection with each other; and how they strive to understand and experience their emotions about each other. The paper ends by discussing how embodiment and enactment allow a clearer understanding of disability in sibling relationships, which may be empowering for siblings. [ABSTRACT FROM AUTHOR]

This paper provides a critical review of the development of the disabled people's movement in South Korea since 1945, reflecting both its achievements and the obstacles it has faced. In particular, political positions and responses to the movement's agitation against socio-cultural discrimination and inequality are discussed. Further, three key theoretical foundations of the movement are examined in order to describe the diversity inherent therein. This paper concludes that the disabled people's movement has heavily influenced the values, norms, and systems of Korean society, but it has predominantly focused on integrating disability issues into policy and legislation, not on changing society and culture. Hence, the Korean Disabled People's Movement is currently facing many challenges that are major threats towards its future development. [ABSTRACT FROM AUTHOR]

This paper explores the experiences of immigrant women with visual impairment in the Greater Toronto and Hamilton Area (GTHA) of Canada. Conceptually, the paper draws from feminist disability theory and critical scholarship on blindness to consider the discursive and material processes shaping women’s experiences across different socio-cultural contexts. Empirically, the paper draws from in-depth interviews with seven women. The analysis is organized around three themes. The first explores women’s understandings of visual impairment. The second examines the ways in which women’s experiences of visual impairment are shaped by meanings and attitudes that circulate within their cultural communities, and the extent to which immigration might challenge or reinforce these meanings. The third examines the shifting barriers and opportunities women face with respect to social and economic participation. We close by identifying the conceptual implications of our research. [ABSTRACT FROM AUTHOR]

This paper examines how an intersection of critical cultural disability studies and rhetorical studies can inform a critical education on 'mental health (problems)' for psychology students. Building on cultural theories of disability/impairment, a conception of 'mental health (problems)' as culturally constituted is introduced. We propose the rhetorical perspective as a particularly relevant analytical and pedagogical approach to enable students to critically reflect on the cultural assumptions underpinning various (professional) understandings of 'mental health (problems)'. Our contribution is based on a research project in which clinical psychology students rhetorically analysed cultural constructions of 'mental health (problems)' in a graphic novel on 'bipolar disorder'. Based on a qualitative analysis of students' reflective reports, we argue that rhetorical perspectives enable students to develop reflexive stances towards the different cultural logics, and the ethical and political ramifications of these logics, in which psychological practice and knowledge on 'mental health (problems)' are inevitably embedded. This article argues that clinical psychology students need to think critically about the language they use to think and talk about mental health problems because this language has an impact on their beliefs, attitudes and actions towards people experiencing mental health problems. Educators can support students in this endeavour by introducing them to stories that challenge some of the dominant ways society thinks and talks about mental health problems, for example by working with stories or art work of survivors. In this study, clinical psychology students read an autobiographical graphic novel on 'bipolar disorder'. The graphic novel made students reflect on how the main character in the novel experiences mental health problems, on their personal and professional assumptions about mental health problems, and on dominant societal assumptions about mental health problems and their impact. [ABSTRACT FROM AUTHOR]

This paper undertakes a critical examination of the International Paralympic Committee’s desire to use the Paralympic Games as a vehicle to empower individuals with a disability. We achieve this by applying Pierre Bourdieu’s sociological concepts of habitus and capital to semi-structured interviews conducted with Paralympic stakeholders. Interviewees included current and former Paralympians, active and retired disability sport administrators, social researchers of disability and disability sport, and disability rights advocates. The paper starts by highlighting the distinctive cultural context of the Paralympic Movement, before exploring the potential for the Paralympic Games to act as a source of empowerment, through the creation of sporting and lifestyle role-models. Findings suggest Paralympians are considered most likely to gain empowerment from the Paralympic Games, yet their specific impairment, athletic lifestyles and failure to identify as ‘disabled’ were identified as potentially limiting the ability of the Paralympic Games to empower others. [ABSTRACT FROM AUTHOR]

This paper presents some results of research carried out with a group of blind and partially sighted youths who are enrolled in a school for people with visual disabilities in Brazil. This research aims to promote different articulations between the body and cognition. Based on actor–network theory, it considers that having a body means learning to be affected by widely differing actors. The field research was carried out through body expression activities, which seek to promote connections between the body and heterogeneous materials, such as a ball, a rattle or a colleague. The paper indicates that cognition is the effect of these collective body experiences. It also underlines that these body experiences have produced new ways of knowing amongst the blind and partially sighted youths. In the conclusion it is stressed that psychology research on disability must be done with (and not about) people with visual disability.1 [ABSTRACT FROM AUTHOR]

We live in a world of vast social differences. People of different ages, cultures, religions, gender and sexual orientation have, and indeed are expected to have, distinct differences in their behaviour, and in the way that they see the world. Asperger’s syndrome (AS) is no different. People with AS have different personality types and have different perceptions of the world. Yet medical conceptualisations of AS have led to it being viewed as a deficit, a ‘pervasive developmental disorder’ that should be diagnosed and treated to allow the person to function in ‘normal’ society. Research has focused on finding neurological and genetic ‘abnormalities’ to explain what is in fact a complex pattern of behaviour, no different from the behavioural differences between any social group. This paper attempts to provide a critical review of the literature behind medical conceptualisations of AS, and will seek to find a new conceptualisation, drawing on recent criticisms of its medicalisation, to shift the barriers to view AS, not as a medical condition but as a social difference that should be accepted, not reduced. [ABSTRACT FROM AUTHOR]

Broad and inter-disciplinary inquiry into disability is at a nascent stage in Sri Lanka. This paper looks at the intersectionality of disability and gender in the specific contexts of ‘the rural’ and the armed conflict-affected areas of the country, particularly the interaction with the law. In-depth interviews and focus group discussions were conducted among rural women with disabilities in the North Central and Eastern provinces, including women who acquired disabilities resulting from the internal conflict. Legal literacy, administrative discretion in disability-related welfare programmes, and transitional justice and reconciliation emerged as the most prominent themes in the interviews. We analyse these issues using a rights framework in an attempt to highlight some of the vulnerabilities of women with disability in the rural and war-affected contexts. The paper also reflects on a few instances where those vulnerabilities have been overcome through collective action. [ABSTRACT FROM AUTHOR]

This paper explores the educational choice-making of students with special educational needs in the context of Finnish pre-vocational training and one of its programmes, ‘Preparatory and Rehabilitative Instruction and Guidance for Disabled Students’. The authors enquire into the kinds of educational choices available for students in the preparatory programme, and how student counselling meets their educational hopes and future plans. The analysis draws on an ethnographic study of special needs education in post-compulsory education in Finland. It shows that students need to reflect on their educational plans within institutional and diagnostic restrictions and guidance. The authors state that educational choices can be negotiable, but more attention must be given to deconstructing the self-evidences and institutional barriers linked to the transitions of young adults with special educational needs. [ABSTRACT FROM AUTHOR]

Activists and academics advocate the involvement of disabled people in the education and training of health professionals and it has also been argued that the professions would benefit from including disabled healthcare professionals within their ranks. With increased numbers of disabled people entering all areas of higher education, it is likely that the numbers of disabled healthcare professionals will grow. This paper describes a small-scale study of the experiences of disabled occupational therapists who were asked to recount their journeys and to provide first-hand accounts of the reality of being a disabled health professional. The findings suggest that there is further work to be done before the profession benefits fully from the inclusion of disabled therapists, and the paper concludes by giving possible explanations and making recommendations to help facilitate this inclusion. [ABSTRACT FROM AUTHOR]

This reflexive ethnographic study examines the work disabled people do to 'self-manage' attendant services. The data reveal diverse facets of work reported by 'self-managers', their support networks and program administrators. The analysis found that self-managers' work is often represented as 'something other than work', if and when it is represented at all. In this paper, disability studies and feminist perspectives on work inform a discussion of factors that may be seen to render self-managers' work 'invisible', and implications of self-managed models that require contributions of invisible work. [ABSTRACT FROM AUTHOR]

Employment for people with learning difficulties is considered key to their social inclusion. This contradicts the perceived un-employability of people with learning difficulties that has been part of their social identities throughout their history hitherto. The national rate of employment for people with learning difficulties remains extremely low and has barely changed in the 20 years between 1990 and 2010. This paper investigates links between learning disabilities and employment, drawing on interview-based research. It analyses the quality of experience of the minority in employment to consider whether employment can serve the inclusive purpose expected of it. [ABSTRACT FROM AUTHOR]

This paper presents an overview of a study conducted to examine the influence of teacher attitudes, teacher efficacy and perceived school support on teachers’ intentions to include students with disabilities in government primary schools in a region of Bangladesh. All of the variables were conceptualized within the Theory of Planned Behaviour. The participants in the study were 1387 in-service teachers drawn from government primary schools located in urban, semi-urban and rural sectors of Dhaka. Hierarchical regression analysis revealed that all three Theory of Planned Behaviour variables (teacher attitudes, teacher efficacy and perceived school support) explained 40% of the variance in teachers’ intentions to include students with a disability in regular classrooms. This paper describes the process for conceptualizing the variables, discusses the methodology and presents the outcomes concluding with implications for educational policy reform and practices in Bangladesh. Areas for further research are also identified. [ABSTRACT FROM PUBLISHER]

Research in higher education, linked to national and international policy, suggests the need for educationalists to show greater understanding and awareness of the lived experiences of undergraduate students with disabilities. These sources argue that this knowledge should then be used to inform their understandings as tutors and facilitate inclusive and effective teaching strategies. This research had a primary focus on first-year students with disabilities’ learning experiences; their transitions from school or college to university and their feedback on positive and negative learning experiences at both levels. Rich, complex stories were uncovered taking the research beyond the lecture theatre and seminar room, into the students’ union bar and back to the Year 10 classroom. It is the intention of this paper to relay some of the stories shared, in particular drawing out findings related to effective learning practices and to note the significance of placing a socio-cultural lens on the question of inclusion in education. [ABSTRACT FROM AUTHOR]

This paper analyses current literature surrounding issues of abuse and disability, and discusses whether the forms of abuse experienced by disabled people results from an individual vulnerability, or as a consequence of social attitudes towards disabled people. Three case studies form supportive evidence, and have been compiled from personal research, they represent a combination of abusive features, rather than any one individuals situation. The study hopes not to suggest that all disabled people are especially vulnerable to abuse, but asks if society and existing welfare services acknowledge and respond to allegations of abuse without prejudice to disability. This study formed my dissertation paper as a student on the BA (Hons) Social Work and Welfare Studies at the University of Central Lancashire, and I would like to thank my dissertation tutor, Bob Sapey, for his guidance and support throughout the study. [ABSTRACT FROM AUTHOR]

This paper provides a documentation and discussion of the diverse experiences that different disabled people have with regards to access in the built environment. It begins by outlining the various ways in which disabled people's access needs and requirements are articulated in public policies and practices towards the development and regulation of the built environment. As the material indicates, disabled people's needs are poorly articulated and/or represented in the design and development of the built environment while the regulatory controls which oversee disabled people's access are weak. In the second pan of the paper, disabled people's values, attitudes and practices towards access in the built environment are discussed by referring to the findings of focus group research. The material shows that many disabled people feel estranged and oppressed by facets of the built environment and generally feel powerless to do anything about it. We conclude by suggesting a number of ways of interconnecting the design and implementation of public policy towards the built environment with the daily lived experiences of disabled people. [ABSTRACT FROM AUTHOR]

This paper suggests that a proper understanding of disability theory requires more than a distinction between individual and social model approaches. It is also helpful to distinguish between materialist and idealist explanations. These two dimensions are used to generate a four-fold typology which highlights important differences between the main approaches. Social models are distinguished as those premised upon commonality. However, it is argued that recent discourses of `difference' do not detract from social model theory. Social model approaches are examined in more detail and the paper concludes that although social constructionist accounts have been useful they do not provide a sufficient level of explanation. Disabling social values reflect material relations of power and may be better explained as `ideology'. [ABSTRACT FROM AUTHOR]

The depiction of physical impairments in popular culture reflects as well as shapes public attitudes towards persons with disabilities. Scholars have begun to document images of disabilities (the 'what') in venues such as literary fiction, motion pictures, advertisements, and television programming but there has been less attention directed toward exploring the techniques through which images are delivered (the 'how'). In this paper we explore how the story telling devices of disability-in-dialogue versus disability-in-action and the endowment of characters with compensating characteristics are employed in one segment of popular culture literary fiction, one genre within this class the detective novel, and one type of physical impairment the deaf detective. Our findings suggest that the use of these devices is historically rooted and how they transform handicaps and disabilities into physical impairments thus decontextualizing what is essentially a social issue into one that is ascribed to individuals. [ABSTRACT FROM AUTHOR]

In recent years, western governments influenced by neoliberalism have emphasized paid work as a key route to social inclusion and community participation for people with psychiatric disabilities. Although paid work can offer many rewards, access to mainstream employment for people with psychiatric disabilities is difficult as they continue to encounter discrimination and a lack of workplace accommodation. One response to these challenges has been the creation of social enterprises as ‘alternative spaces’ of employment for people with psychiatric disabilities. On the basis of interviews with key informants from 21 different social enterprises across Ontario, Canada, this paper critically analyzes the strategies used by organizations to create jobs that are both accommodating for people, but also conducive to the ongoing success of the business. [ABSTRACT FROM AUTHOR]

This paper investigates the interaction of gender, disability and education in rural Iran, which is a relatively unexplored field of research. The responses of 10 female students with disabilities from Isfahan indicated that the obstacles they faced included marginalization, difficulties in getting from home to school, difficulties within the school building itself, and discrimination by teachers, classmates and school authorities. The data collected for the study contain a wide range of conservative gendered discourses, and show how traditional gender beliefs interact with disability to aggravate the problems faced in education by young women with disabilities. It is hoped that the findings will raise awareness among policy-makers of the many formidable obstacles that make it difficult for young women with disabilities to achieve their full potential in education. [ABSTRACT FROM AUTHOR]

This paper examines how students with disabilities in Croatia perceive support, experience barriers and propose ways forward for equality of opportunities in the higher education system. In qualitative interviews, students were satisfied with the informal support they received from family and friends but dissatisfied with the formal support they received from universities and the government. Obstacles to inclusion included: inadequate transport and finance to attend university and minimal adaptation of buildings, toilets, lifts, classrooms and dormitories. Students proposed: investment in adapting buildings, personal assistants, educational grants and transport; coordination within the formal systems from national government to universities and non-governmental organisations; and measures to increase disability awareness for academics, professionals and other students within higher education. The situation for students with disabilities in Croatia is a reminder for those working in countries where policy and practice is relatively advanced that many disability battles are still to be won in newer nations. [ABSTRACT FROM AUTHOR]

Throughout history different practices have attempted to silence the experiences of disabled people. In this paper we explore some of these practices including the medical, familial, and self-subjugating practices English-speaking Canadian polio survivors experienced throughout their lives. We analyze participant’s experiences of silence and silencing through a Foucauldian lens, drawing on the three modes of objectification to explain the institutional and cultural discourses around polio subjects that acted upon and through the polio body to silence it. Participants’ oral history accounts demonstrate how sociocultural and medical practices effectively silenced survivors from speaking about their polio experiences. However, the trope of silence is also uprooted within oral history traditions. We will demonstrate how participants broke their silence and shifted their perspectives on polio and disability, and how this process contributed to their resistance of hegemonic conceptualizations of disability as defective. [ABSTRACT FROM AUTHOR]

According to capability theory, we can identify everything that is of fundamental importance in the lives of people with profound and multiple learning difficulties and disabilities if we take full account of their human capabilities. In this paper I both acknowledge the contribution of capability theory to our understanding of the condition of profoundly disabled people and express some scepticism about the extent of that contribution, suggesting that there is more to the value of a human being than an audit of their capabilities might reveal. I explore human capabilities as discussed by Martha Nussbaum, and in connection with theatre, music and the use of humour. [ABSTRACT FROM AUTHOR]

Traditionally disability has been viewed in the popular imagination as either a highly positive or highly negative phenomenon. Disability and disabled people deserve to be seen in an integrated, holistic way and to have recognised as much diversity as characterises the human condition. The recent case of Oscar Pistorius fatally shooting Reeva Steenkamp has highlighted this tendency. Before this incident, Pistorius’ disability was viewed in a predominantly positive light. He had been described as a ‘supercrip’ who had, despite his physical impairments, ‘overcome’ his mobility limitations and was consequently attributed heroic status by some. However, after this fatal incident, the portrayal of Pistorius’ disability has, perhaps inevitably, shifted. This paper will offer possible psychosocial reasons for this tendency to view disability in a binary way. [ABSTRACT FROM PUBLISHER]

Responding to the call for culturally informed research on autism spectrum (AS) to allow for the provision of appropriate services, this paper qualitatively explores the affective experience of five Korean learners identified with AS and cognitive difficulties by listening to their voices. The learners, supported by the use of visual aids and a choice of their preferred mode of communication, expressed the complexity of their inner experience that encompassed abilities as well as difficulties. The findings highlight the commonalities of experience between Korean and non-Korean individuals with AS, along with some aspects specific to the Korean cultural context. [ABSTRACT FROM AUTHOR]

Adjustments to working arrangements and the working environment have enabled organisations to recruit and retain valuable staff and helped disabled individuals to work and progress in their careers. The qualitative study reported in this paper indicates that generally good adjustments-related practice across 33 British local authorities was beginning to deteriorate under the impact of government spending cuts; and was at further risk from the dismantling of legal protections. The findings have implications for local authorities, but also for national policy-makers and those wishing to influence them. [ABSTRACT FROM AUTHOR]

This paper explores the daily (micro)mobilities that youth with a visual or auditory impairment use to sustain well-being. Geographical research suggests that mobility is a universal phenomenon referred to the capacity to navigate one’s way through different spaces and places. Using a qualitative cross-cultural, visual methods approach to research with vulnerable youth, including four participants with visual or auditory impairments, we demonstrate that everyday patterns of (micro)mobilities through the youth’s home, school and community help disabled youth create pathways to resilience. The implications of these findings are discussed in relation to services that promote resilience against ableist beliefs. [ABSTRACT FROM AUTHOR]

Today’s youth face high unemployment and other labor-market challenges; these challenges are often worse for youth with disabilities. This paper explores what employers and employment counselors look for when hiring youth into entry-level jobs and whether they believe youth with disabilities have fewer skills than those without. This study used a qualitative design with a purposive sample of 19 youth employers and employment counselors. Our findings show that youth employers and employment counselors identify the following traits as enhancing young workers’ employability: a well-prepared job applicant; job fit and a good attitude; and soft skills. We find youth with disabilities are perceived to be at a disadvantage. Consistent with a rising body of research, the emphasis on soft skills, and pliability, opens the door for employment discrimination. [ABSTRACT FROM PUBLISHER]

In this paper I explore how disabled embodiment offers radical theory and practice for gender politics. I use Adrienne Rich’s classic treaties ‘lesbian existence [and] the lesbian continuum’ and Judith Butler’s twenty-first-century queer interrogation of ‘the category of The Human’ to highlight the exclusion of disablement from gender politics despite its radical potential for theory and praxis. Using a crip ethos I not only explore the consequences of this exclusion for disabled people, but also the resultant limitations of able-bodied perception, theory and practice. A crip ethos facilitates politics and practices where disabled embodiment becomes a profound, severe, and radical challenge to normativity in all its aspects, and a vehicle through which to move beyond such restrictive frameworks. [ABSTRACT FROM AUTHOR]

Avoiding inequality of opportunities based on individual characteristics such as sex, race or disability is of central concern for social policy. One of the most important aspects of social inclusion is integration into working life. In Germany, a comprehensive system of vocational rehabilitation has been developed aiming to integrate disabled people into the labour market. This paper contributes to a better understanding of exclusion and inclusion mechanisms related to employment participation of disabled people through the application of concepts from systems theory. We identify the societal part systems influencing these mechanisms and structure them using a multi-level approach. [ABSTRACT FROM AUTHOR]

Women with children have been depicted as struggling to justify themselves in the shadow of intensive mothering ideology. However, little is said about women who have a disability such as dyslexia, and how disability may intersect with intensive mothering ideology to present additional challenges. In this paper, life-story interviews are drawn upon to start to unpack the ways in which mothering and dyslexia may intersect. The themes discussed include: fear and perceived challenges of having a child with dyslexia; how mothers perceived their impairments manifest in their mothering, including poor organisational skills, short-term memory, reading and spelling; and how mothers may attempt to reframe the apparent contradiction between a ‘good’ mother and a mother with dyslexia by, for example, portraying themselves as a positive role-model for their child and better able to identify and cater for their child’s needs. [ABSTRACT FROM PUBLISHER]

The purpose of this article is to analyse how humour and narratives about humour are used in a natural group of adults with Asperger’s syndrome. Narratives about humour and use of humour in the group are analysed from a discursive psychological perspective, informed by insights from both disability studies and critical autism studies. The setting of the research is ethnographic fieldwork in an educational setting in Sweden. In the paper, I show the use of three storylines among a natural group of people with autism (PWA) when talking about humour: the storyline of humourless PWA that dominates within Swedish society; and two alternatives, a storyline of alternative humour among PWA and another storyline in line with the social model of disability, of neurotypical humour or disabling humour. When invoking these two alternative storylines, PWA challenge both the humourlessness storyline and the lack of social accessibility within mainstream neurotypical settings. [ABSTRACT FROM AUTHOR]

Students with disabilities are under-represented in higher education (HE) institutions in Botswana. The number of students with disabilities is on the rise but parity has not been attained. The struggle of students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. This paper sought to document the experiences of university students with disabilities in their struggle to access and participate in HE. Seven students with disabilities took part in the study. Data were gathered through semi-structured focus group interviews. Later on these data were triangulated with an access-audit of facilities. Constant comparison methods were used for data analysis. Six themes emerged, namely: attitudinal barriers; resource barriers; structural barriers; policy related issues; lack of support mechanisms; and lack of skills and knowledge. Implications of the findings to institutions of higher learning are discussed in order to promote wider participation for students with disabilities in HE in Botswana. [ABSTRACT FROM AUTHOR]

This paper focuses on the ways in which mothering, work and dyslexia intersect in lived experience. The theoretical framework used to interpret these experiences draws on competing discourses variously imposed on and internalised by the individual; however, it also stresses the ability (however limited) of the individual to reframe and therefore contest how they have been defined. This is illustrated and developed through an autoethnographic case study where I tell stories about my education, diagnosis as dyslexic, academic work, and experiences of early motherhood. [ABSTRACT FROM AUTHOR]

Goodley & Lawthom discussed the role of a community psychology approach in conducting emancipatory disability research. While their aims are entirely laudable, they portrayed mainstream psychology as 'pathologising, voyeuristic, individualising, [and] impairment-obsessed'. This paper presents a reply to Goodley and Lawthom's somewhat outdated arguments for the dismissal of mainstream psychology and argues that the focus on a single 'best' method of researching disability does not serve the best interests of disabled people within society. It is argued that to create a 'new' psychology distinct from the 'mainstream' is unnecessary, undesirable and counter-productive. Mainstream psychology has much to offer disabled people and to dismiss it is to throw the baby out with the bathwater. [ABSTRACT FROM AUTHOR]

This study examines disability terminology to explore how the news media frame cultural representations of the disability community. More specifically, the paper examines the impact of the Americans with Disabilities Act on journalist's language choices about disability topics. A content analysis of news stories using disability terms in The Washington Post and The New York Times during the past decade was conducted. The paper illustrates that disability community identity continues to be formed, transformed and maintained through news media presentations of disability terminology. The paper argues that the US Disability Rights Movement had some success during the 1990s in putting forth language that advances its aims, though the study also suggests that some journalists continue to use terms that perpetuate limiting, narrow stereotypes about people with disabilities. [ABSTRACT FROM AUTHOR]

Does the social model of disability currently inform the delivery of services for people labelled as having profound and complex learning difficulties? What distinguishes practice which draws on the social model from that which is influenced by an individual model or a medical model of disability? This paper draws on the findings of a small scale interpretive research study and some of the current debates within disability studies to illuminate these questions. It concludes that the social model can and does positively impact on some practice and that it should be taught to all providers of services for this group. It further concludes that to include discussion about individual experience of impairment in such training may have negative consequences. [ABSTRACT FROM AUTHOR]

This study results from a series of focus groups during which university students, all of whom were diagnosed with disabilities that affect mental or cognitive functioning, met to discuss the challenges that they face, as well as the supports and strategies that help them to surmount social and academic obstacles. Participants had a range of labels including brain injury, neurological impairment, psychiatric disorder and learning disability. Gleaned from transcripts and field notes, this paper makes explicit the processes that students used to develop a self-perception that positively integrates their experience of disability. These complex processes included self-definition of difficulties, coping with limitations, identity management and embracing one's difference. Integration of disability into identity did not appear to be a staged process for these participants. Rather, they considered the implications of being labelled disabled simultaneously and from several perspectives. Findings are discussed in terms of adjustment of two groups whose members have different experiences from those in the majority: survivors of sexual abuse and racial minorities. [ABSTRACT FROM AUTHOR]

Disabled people are marginalised and excluded from `mainstream' society. In general, our understanding of the processes of exclusion is rounded in time and history. In this paper, it is argued that space, as well as time, is instrumental in reproducing and sustaining disablist practices. Disability has distinct spatialities that work to exclude and oppress disabled people. Spaces are currently organised to keep disabled people `in their place' and `written' to convey to disabled people that they are `out of place'. Furthermore, social relations currently work to spatially isolate and marginalise disabled people and their carers. Disability is spatially, as well as socially, constructed. It is contended that an understanding of society's reaction to, and the experiences of, disability should be framed within an approach that combines a spatialised political economy with social constructivism. Unlike neo-Marxist approaches this approach is centred on notions of power rather than capital. Using this approach, the spatialities of disability are explored. [ABSTRACT FROM AUTHOR]

This paper investigated the hypothesis that the images presented by charity posters can have an effect on attitudes towards those that they portray. Ninety-nine school-children were shown one of two MENCAP posters; one from a much-criticised campaign in the 1980s and one a poster from the 1991 campaign. Subjects who saw the older poster were more likely to report that it made them feel pity and guilt, and were less likely to agree that people with a mental handicap are able to care for themselves. However, subjects did not differ significantly on how likely they would be to donate money to the charity on seeing the poster. These results suggest that it is possible to present a positive image whilst still encouraging the possibility of donation. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

The last 30 years has seen significant developments in the Australian housing sector for people with disabilities. Despite much change in the sector, and advancements in disability services, the range of current supported housing options for younger Australian adults with a neurological disability remains vastly under-developed. This is despite a widely accepted and endorsed recognition that, as is the general population, people with all forms of disability have a right to housing of their choice. This paper presents a timely critique of the key actions made by the Australian disability and housing sectors and subsequently proposes a more informed approach to supported housing design and development: one that is based on a comprehensive understanding of consumer housing priorities and preferences, and is conducive to a person’s biopsychosocial health. [ABSTRACT FROM AUTHOR]

Knowledge of the often-complex psycho-social factors that influence sport participation is important to increase the number of individuals with a physical impairment participating in sport, and simultaneously enhancing social inclusion and community engagement. The present study examined the sporting experiences of ten high-performing Australian athletes with a physical impairment from grassroots to elite-level. The interviews were transcribed, and thematic analysis was performed for data synthesis. Drawing on the theory of self-determination and the social model of disability, the results highlighted increases in wellbeing including improved fitness, social interaction and self-confidence. The athletes identified primary school and high school as highly influential environments in establishing their interest in sport, with these settings also considered as fruitful platforms to support an inclusive culture and education on disability and sport amongst the wider community. [ABSTRACT FROM AUTHOR]

A literature review regarding the social support of immigrant mothers of disabled children in Canada was undertaken with a focus on settings where supports need to be shored up. An integrative review of published papers and policy reports concerning key aspects of social supports for immigrant mothers and disabled children was undertaken. Immigrant mothers experience numerous barriers to social supports for themselves and their disabled children. Maternal immigrant populations experience unique challenges in the setting of childhood disability as well as the challenges of mothers in the dominant culture. There are negative impacts on maternal health as a result of inadequate policy offerings. Public health policy needs to be refashioned in light of weak systems and supports for both immigrant mothers and disabled children and to acknowledge that the current system poses concerning implications for the long-term health of both groups. [ABSTRACT FROM AUTHOR]

Families with children with disabilities are at higher risk of stress, financial disadvantage and breakdown. In recent decades, research and policy have shifted focus from these problems to a strengths-based approach, using concepts such as family resilience. By definition, resilience is the ability to cope in adverse circumstances, suggesting a reliance on the individual. If this is the case, then to what extent does ‘family resilience’ place another burden of responsibility onto families? Whose responsibility is family resilience? This paper begins to answer this question using interviews with parents of children with developmental disabilities based in New South Wales, Australia. [ABSTRACT FROM AUTHOR]

Drawing upon the thought of Eric Fromm, this paper argues that efforts to understand and counter behaviour that causes difficulties in education should begin in a critical and reflective engagement with both the conditions of human freedom and the character of educational institutions and society as a whole. Fromm’s critique of dominating ideas about good mental health within capitalistic societies is examined in relation to disablement and attention-deficient hyperactivity disorder. A study of a sixth-form college in the south of England elucidates connections between Fromm’s insights into social psychology and disablement as a process of oppression. [ABSTRACT FROM AUTHOR]

Until recently disability studies has ignored questions regarding the psychological nature of oppression. Proponents of the social model have viewed such concerns as diversionary, diluting their emphasis on material and economic barriers to inclusion. This paper argues that the discipline’s role of reflecting and interrogating disablism will remain incomplete and lacking in transformative power without undertaking a psychological conceptualisation of disabled personhood. Some prior attempts at elaborating the social model to include the psychological realm have been presented; these are critiqued, and argued to lack truly psychological conceptualisation. Preliminary ideas regarding a proposed psychology of disablism are presented. The focus of this work will be the exploration of bi-directional links between disablist ideology and disabled subjectivity, operationalised through interpersonal and institutional processes of lifelong socialisation. Reflections towards development of the under-theorised notion of internalised oppression are presented. Conclusions are that a combination of critical psychoanalytic insights and the participatory methods of liberatory and feminist psychology hold promise in driving disability transformation. [ABSTRACT FROM AUTHOR]

The article scrutinizes the integration model for people with disabilities in society. In order to function in an ordinary way without receiving special attention, people with disability may partner with other groups. Complete integration is necessary to better understand the process of interaction.

We welcome Forshaw's reply to our paper because it opens up debate about psychology and its relationship with the development of an emancipatory disability studies. In our paper we aimed to: (1) raise possibilities for disability studies researchers' engagement with psychology (rather than psychology colonizing disability studies); (2) trace some of the epistemological journeys we underwent in carrying out disability research and community psychology research; (3) consider these possibilities and journeys in relation to previous literature on emancipatory disability research. Forshaw's reply appears to ignore aims (2) and (3) and instead focuses on the ways in which we (mis)represent psychology. He suggests that we: present an inaccurate account of qualitative research in contemporary psychology; make a divisive argument for a 'breakaway group' of community psychologists; epistemologically contradict ourselves because of our concern with 'reality' and social constructionism; argue for only adopting participatory action research; not least, adopt 'simplistic' and 'outdated' views of psychology. We will respond to these criticisms. [ABSTRACT FROM AUTHOR]

In this process-oriented article, the authors weave short personal narratives with theoretical reflections to examine the relationship between Disability Studies scholarship and parenting children with disabilities. The authors present three findings: first, their position as parent-teacher-scholars informs their work in Disability Studies. Second, the work of Disability Studies scholars has the potential to positively influence parents' understandings of disability; consequently, Disability Studies-informed parenting can influence parent advocacy for their children. Third, parent-scholars have the potential to create research that can positively impact parents, practitioners, and the field of Disability Studies. The authors conclude by arguing that there is a need for Disability Studies scholarship for and by parents. This work is significant because it challenges divisions between theory and practice, and articulates a need and responsibility for parents to grapple with alternative understandings of disability and alternative (collective) ways to create better social conditions for their children. [ABSTRACT FROM AUTHOR]