Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 5 of 5
'I won't think of meself as a learning disability. But I have': social identity and self-advocacy
- Author:
- BEART Suzie
- Journal article citation:
- British Journal of Learning Disabilities, 33(3), September 2005, pp.128-131.
- Publisher:
- Wiley
In this paper the small body of research which looks at how people labelled as having learning disabilities view this social identity is considered. The author argues that this research has implications for our assumptions about self-advocacy groups for people with learning disabilities.
Social identity and people with learning difficulties: implications for self-advocacy groups
- Authors:
- FINLAY Michael, LYONS Evanthia
- Journal article citation:
- Disability and Society, 13(1), February 1998, pp.37-51.
- Publisher:
- Taylor and Francis
Investigates the significance of the label 'learning difficulties' to self-descriptions and self-evaluations in group of people with learning difficulties. The lack of salience of the 'learning disabled' identity to the participants is discussed with respect to implications for self-advocacy groups and collective action.
Changing selves: a grounded theory account of belonging to a self-advocacy group for people with intellectual disabilities
- Authors:
- BART Suzie, HARDY Gilian, BUCHAN Linda
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), June 2004, pp.91-100.
- Publisher:
- Wiley
The aim was to explore the experience of belonging to a self-advocacy group for people with intellectual disabilities, and how membership of such a group impacts on individual members. Eight people with intellectual disabilities, who belonged to a self-advocacy group for at least 6 months, were interviewed about their experiences of membership. A grounded theory approach was used to generate and analyse the interview data. A model of the impact of belonging to a self-advocacy group for people with intellectual disabilities on individual members' self-concept is developed. The model proposes that participants' self-concept changes as a result of group membership and that this process of change involves six key categories: joining the group; learning about and doing self-advocacy; becoming aware of group aims and identity; experiencing a positive social environment; identifying positive change in self-concept and seeing the future of self and group as interlinked. Membership of a self-advocacy group for people with intellectual disabilities changes the self-concept of participants. The processes surrounding these changes have important implications for self-advocacy groups both, in recruitment and in supporting group members.
The psychological and social impact of self‐advocacy group membership on people with intellectual disabilities: a literature review
- Authors:
- FENN Kristina, SCIOR Katrina
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(6), 2019, pp.1349-1358.
- Publisher:
- Wiley
Background: There is no one agreed definition of self‐advocacy, but it can be taken to include actions and concepts such as standing up for one's rights and self‐determination. Method: A review of studies examining the psychological and social impact of self‐advocacy group membership on people with intellectual disabilities was conducted. Systematic searches of electronic databases (PsycINFO, Scopus, Web of Science and ProQuest's Sociology Database), and manual searches of reference lists and citations, identified 12 studies. Results: “Empowerment” and “increased confidence” were frequently reported outcomes. “Belonging,” increased opportunities for social connections and changed self‐identity were also key themes. Conclusions: Limitations of the review included difficulty categorizing outcomes, and limitations of the evidence base included a lack of quantitative studies. Implications of the review include an observation that the role of self‐advocates in the research literature could be extended to the co‐construction of research agendas. (Publisher abstract)
First contact: charting inner space; thoughts about establishing contact with people who have significant developmental disabilities
- Author:
- HINGSBURGER Dave
- Publisher:
- Diverse City Press
- Publication year:
- 2000
- Pagination:
- 36p.
- Place of publication:
- Eastman, QC
This book is written for those who work directly with individuals who have significant developmental disabilities. The book begins by challenging the reader to reflect on how they “see” a person with a significant disability. Moving past pity and on to personhood, the author suggests that the most important aspect of serving those with significant disabilities is to actively “meet” the person behind the disability. The author gives the reader ideas and suggestions for establishing contact, rapport and relationship with individuals within their care. This book suggests that those with significant disabilities can be “self advocates” for change in their lives.