Search results for ‘Subject term:"learning disabilities"’ Sort:
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COVID-19 and disabled people: perspectives from Iran
- Authors:
- JALALI Maryam, et al
- Journal article citation:
- Disability and Society, 35(5), 2020, pp.844-847.
- Publisher:
- Taylor and Francis
This is a Current Issue because, at the time of writing, COVID-19 has affected many countries and territories worldwide and Iran ranked early on as one of the most seriously affected countries. As a result, this pandemic crisis poses a considerable challenge to people with disabilities in Iran. This short article shows the different challenges people with disabilities are facing during the COVID emergency in Iran. In addition, it provides several recommendations, based on the perspective and experience in Rehabilitation and Health Policy Centres, to improve the situation in the content of the COVID-19 breakout.
Narrative accounts of university education: socio-cultural perspectives of students with disabilities
- Author:
- GIBSON Suanne
- Journal article citation:
- Disability and Society, 27(3), May 2012, pp.353-369.
- Publisher:
- Taylor and Francis
Research in higher education suggests the need for educationalists to show greater understanding and awareness of the lived experiences of undergraduate students with disabilities. It is argued that this knowledge should then be used to inform their understandings as tutors and facilitate inclusive and effective teaching strategies. This research focused on five 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 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. This paper tells some of the stories shared, in particular drawing out findings related to effective learning practices, and notes the significance of placing a socio-cultural lens on the question of inclusion in education.
Self-advocates have the last say on friendship
- Authors:
- McVILLY Keith R., et al
- Journal article citation:
- Disability and Society, 21(7), December 2006, pp.693-708.
- Publisher:
- Taylor and Francis
This study reports the friendship experiences and aspirations of adults with intellectual disabilities. The findings of a larger study were reviewed by an expert group of self-advocates with intellectual disability. The expert group confirmed some of the interpretation of the original data and expanded on issues. Friendship is established as an issue of concern among adults with intellectual disability. Consequently, policy makers and service providers need to be intentional about providing support for friendships. Participants asserted a positive self identity of being a person with intellectual disability and how this could be a basis for friendship. Also, people with intellectual disability demonstrated how they should be considered experts in their own life experience and how they can be effectively included in the formulation, implementation, analysis and review of research.
Decoding Valuing People
- Authors:
- BURTON Mark, KAGAN Carolyn
- Journal article citation:
- Disability and Society, 21(4), June 2006, pp.299-313.
- Publisher:
- Taylor and Francis
Government policy frameworks on the support of disabled people can often be difficult to ‘read’, as they contain contradictory elements that simultaneously support and confront social processes that create inequalities and oppression. Valuing People (VP), the UK government’s policy framework for learning disability (intellectual disability), provides such a context for work that enhances learning disabled people’s inclusion in community and society, and to reverse some of the systemic disadvantage they have experienced. However, as an uneasy amalgam of the progressive and the neoliberal, the romantic and the practical, it has been difficult to evaluate in order to use its opportunities and minimise its dangers. This article attempts to decode VP in terms of ideologies in human services, and the current New Labour policy mix. Its emphases on Person Centred Planning, Direct Payments and employment will be analysed to try to establish what VP means, and to suggest more adequate priorities. This analysis might also be relevant to other sectors where there is a similar problem of decoding their particular policy context.
From ‘cage beds’ to inclusion: the long road for individuals with intellectual disability in the Czech Republic
- Authors:
- VANN Barbara H., SISKA Jan
- Journal article citation:
- Disability and Society, 21(5), August 2006, pp.425-439.
- Publisher:
- Taylor and Francis
In the Czech Republic, individuals with intellectual disabilities continue to be institutionalized in large, remote, state run institutions and as a result are isolated from community interaction. Some practices associated with these institutions are coming to be seen as human rights violations. Although non-governmental organizations (NGOs) offer alternatives to institutionalization, demand for such services exceeds supply. Czech legal structure hinders NGO funding. Large state institutions continue to be built.
Why are disabled people with learning difficulties being prevented from leading campaigns, projects and initiatives?
- Author:
- ASPIS Simone
- Journal article citation:
- Disability and Society, 37(1), 2022, pp.154-159.
- Publisher:
- Taylor and Francis
I am a disabled person with learning difficulties. This article describes my perspective on the involvement of disabled people in campaigns, projects and initiatives. I have noticed a gradual change, where LD people are less likely to be in decision-making roles, and more likely to be engaged in subordinate roles such as consultant, research participant, and co-producer of resources. I argue that this situation should be challenged, and that LD people should be supported to lead these activities in a way that contributes to their emancipation. (Edited publisher abstract)
Supervisory and administrative staff's perspectives of self-directed supports for people with intellectual and developmental disabilities
- Authors:
- KIM Kyung Mee, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 35(2), 2022, pp.480-487.
- Publisher:
- Wiley
Background: Self-directed supports (SDS) are a model of disability service delivery that focuses on supporting increased decision-making authority and budget autonomy for people with disabilities and their families. This study identifies supervisory and administrative staff's perspectives within a self-directed, individualised budgeting programme for people with intellectual and developmental disabilities. Method: Data were collected through 28 face-to-face interviews with supervisory and fiscal administrative staff in Minnesota, USA. Results: A qualitative analysis of these interviews resulted in four major themes: (1) the benefits of SDS, (2) the relationship between SDS and person-centred strategies, (3) the perception that a natural tension arises when balancing person-centred approaches with the need for consistent and fair state policy - including rules and regulations within state systems and (4) the unique challenges related to SDS benefits and challenges occurring across Minnesota. Conclusions: The results indicate the importance of providing effective communication and training to all stakeholders. (Edited publisher abstract)
Shifting the perspective from ‘incapable’ to ‘capable’ for artists with cognitive disability; case studies in Australia and South Korea
- Authors:
- YOON Jung Hyoung, ELLISON Caroline, ESSL Peggy
- Journal article citation:
- Disability and Society, 36(3), 2021, pp.443-467.
- Publisher:
- Taylor and Francis
This study examined four inclusive arts organisations in Australia and South Korea, providing creative services for artists living with cognitive disability, including autism, intellectual and mental disability. This research study focused on exploring what support inclusive arts organisations and society have provided for artists living with cognitive disability to pursue professional careers. The qualitative study used proxy intervention interviews with art staff and administrators from the four inclusive arts organisations and observation as a research method to include artists living with cognitive disability who do not speak. The findings reveal significant social support and strategies of the organisations are needed for artists living with cognitive disability to develop their art careers. It also discusses the impact of shifting the perception of disability from ‘incapable’ to ‘capable’ for artists living with cognitive disability in the wider mainstream art community and society. (Edited publisher abstract)
A multiple case study investigating changes in organizations serving residents with intellectual disabilities and challenging behaviours
- Authors:
- OLIVIER-PIJPERS Vanessa Charissa, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(1), 2021, pp.190-199.
- Publisher:
- Wiley
Background: The present authors examined changes made in disability service organizations supporting residents with intellectual disabilities and challenging behaviours, because these changes may influence residents’ support and subsequently their challenging behaviours. Method: In this multiple case study, the present authors collected and qualitatively analysed data (organizational documents, meetings records and focus group reports) on organizational changes made in two specialized Dutch disability service organizations, using ecological theory as a sensitizing framework and the constant comparative method. Results: Themes describing organizational changes in this context were as follows: a messy start to the transition; staff, professionals and managers remain at a distance; staff members’ ability to change; clear boundaries between formal and informal caregivers; and staff’s feelings of being unheard. Conclusions: Organizational changes can enhance, but also limit, the quality of residential support services provided to people with intellectual disabilities and challenging behaviours. The change process and impact of organizational changes on residents must be examined closely. (Edited publisher abstract)
Dedifferentiation and difference: people with profound intellectual and multiple disabilities and the National Disability Insurance Scheme (NDIS)
- Author:
- KING Michelle
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 45(4), 2020, pp.320-325.
- Publisher:
- Taylor and Francis
Dedifferentiation represents the merging of the wider “intellectual disability” category with the broader one of “disability” generally; a product of the ascendance of the social model of disability. The recent re-emergence of the significance of impairment and embodiment in disability theory re-establishes the importance of situated experience and reinserts realities of difference in the dedifferentiation/difference debate. This paper highlights these issues by exploring the experiences of people with Profound Intellectual and Multiple Disabilities (PIMD) and their decision-making supporters in the context of the National Disability Insurance Scheme (NDIS) in Australia. Lived experiences accessing, planning for, and implementing NDIS supports illustrate some limitations of dedifferentiation in social services, highlighting the need for recognition of realities of embodied difference for people with PIMD. Here, our systems and theories are most uncomfortable, our ideals of inclusion are most challenged in practice, and some balance between realities of difference and ideals of dedifferentiation is most needed. (Edited publisher abstract)