Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 5 of 5
Discursive discrimination of the ‘mentally deficient’ in interwar Sweden
- Author:
- BOREUS Kristina
- Journal article citation:
- Disability and Society, 21(5), August 2006, pp.441-454.
- Publisher:
- Taylor and Francis
This article shows, firstly, one way in which discrimination in discourse, that is, discrimination performed through the use of language, can be studied with the help of a set of concepts: exclusion from discourse; negative other presentation; objectification; and proposals pointing towards unfavourable treatment. The concept of othering is also used. Secondly, an empirical study of the discursive treatment of people labelled ‘mentally deficient’ in interwar Sweden is presented. The parliamentary debate on a new sterilisation law, encyclopaedic entries and medical descriptions are focused. The results reveal that the group in question was blatantly discriminated against, by means of all of the forms of discursive discrimination mentioned, and was also othered. It is suggested that the set of concepts could be useful for comparative studies of discursive treatment of people categorised as ‘mentally deficient’ in other countries during the same period and for studies of possible contemporary discrimination.
Opportunity to participate in planning and evaluation of support for children with disabilities: parents’ and professionals’ perspectives
- Authors:
- NOWAK Herawati I., BROBERG Malin, STARKE Mikaela
- Journal article citation:
- Journal of Intellectual Disabilities, 24(1), 2020, pp.5-20.
- Publisher:
- Sage
- Place of publication:
- London
A random sample of parents of children with disabilities (n = 144) from three Swedish municipalities participated in a structured telephone interview including seven questions on child participation and 156 professionals from the same municipalities completed a web-based survey including six questions on child participation. The aim of the study was to explore parents’ and professionals’ (1) ratings of the opportunities available to children with disabilities to participate in planning, decision-making and evaluation of support and (2) satisfaction with the children’s current level of such participation. The results indicated that opportunities for children with disability to participate directly in decision-making processes were limited. Parents and professionals rated older children’s opportunities to participate as better compared to younger. Most professionals relied more on parents’ descriptions of the child’s needs and opinions of support services than on direct communication with the child. (Publisher abstract)
Children with disabilities in Swedish child welfare – a differentiating and disabling practice
- Authors:
- ENGWALL Kristina, et al
- Journal article citation:
- European Journal of Social Work, 22(6), 2019, pp.1025-1037.
- Publisher:
- Taylor and Francis
Research shows that children with disabilities are victims of violence and abuse to a higher extent than other children and thus need support from social services. In Sweden, cooperation between two different social services units is required to support children with disabilities in socially vulnerable families. This study examines the intersection between children and disability in a Swedish social services context from the perspective of childhood studies and disability studies. The reasoning of the two units including the child perspective emerged during focus group interviews based on two vignettes. The results show two different rationalities, which has consequences for the disabled child. In spite of a social policy where the ‘best interests of the child’ are meant to prevail and disabilities are meant to be interpreted as barriers in society, children with disabilities seem to be reduced to individuals who are lacking in ability and competency and who are profoundly victimised by power structures that favour the adult perspective in social services. (Edited publisher abstract)
Patterns of support to adolescents related to disability, family situation, harassment, and economy
- Authors:
- MOLLER Berit, et al
- Journal article citation:
- Child: Care, Health and Development, 45(5), 2019, pp.644-653.
- Publisher:
- Wiley
Introduction: Adolescents need support from family, friends, and teachers to increase their involvement in everyday life. Their environment and their own characteristics also influence their ability to participate in an everyday supportive environment. Aim: The aim of the study was to investigate patterns of support from parents, teachers, and very important persons such as peers to the ability of adolescents to participate in everyday life, as well as the importance of interpersonal relations as experienced by the adolescents. Method: The study has a cross‐sectional design. The data compiled and analysed in this study are part of a longitudinal study of adolescents and their development into adults—LoRDIA (Longitudinal Research on Development In Adolescence). A combination of person‐ and variable‐oriented design was used to capture patterns of support. Results: Adolescents with a complicated home situation and low economic prerequisites who received little support from parents and friends participated to a lower degree in home activities. A substantial number of these adolescents had self‐reported neurodevelopmental disorders and, as a group, were more often exposed to harassment. However, these adolescents participated to a higher extent in school activities, although they received little support from the teachers. The adolescents who received most support from parents and teachers were those with a country of origin other than Sweden and those who lived with both of their parents and had more siblings than average. However, this did not mean that they participated to a higher extent in home and school activities. (Edited publisher abstract)
The story about theater organizations, the public's approval, and the actors' identity formation in Nordic disability theater
- Authors:
- GJAERUM Rikke Gurgens, INELAND Jens, SAUER Lennart
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 9(4), October 2010, pp.254-273.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Nordic disability theatre is a relatively new field of disability research. This article provides an overview of Nordic disability theatre and conducts a comparative analysis of the prevailing conditions in Sweden and Norway. The article is based on an analysis from 4 research projects; 2 Norwegian studies of 3 theatre groups with participants with hearing impairment and intellectual disability, and 2 Swedish studies of 2 theatre groups with participants with intellectual disability. The projects involved qualitative interviews of 16 Norwegian and 35 Swedish informants and focus groups of 21 Norwegian children between 7 and 9 years old. A quantitative questionnaire was also completed by 128 Norwegian adult audience members. The aim of this article is to illustrate the consequences the organisation of the theatrical activities have for the disability theatre actors. The analysis is based on 2 organisational principles: theatre as social welfare service; and theatre as art. The article also addresses the relationship between the theatres and the public opinion and media. Finally, the article illustrates how the organisation of the theatre and public recognition and approval play an important role for the actors' identity formation and sense of belonging.