Search results for ‘Subject term:"learning disabilities"’ Sort:
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Commentary on “gender disorders in learning disabilities: a systematic review”
- Author:
- THOMPSON David
- Journal article citation:
- Tizard Learning Disability Review, 19(4), 2014, pp.166-169.
- Publisher:
- Emerald
Commenting on a review by Ellena Wood and Neel Halder where the gender of people with learning disabilities is contensted, this paper begins by taking a step back by exploring what is gender. The author discusses the gender identity of people with learning disabilities as a precursor to considerations of gender dysphoria, supported by illustrations from the literature. A limited amount of research on gender identity for people with learning disabilities is available. It ends by highlighting some of the key findings of the review which could benefit from further consideration. The author calls for a need to look at how men with Klinefelter's syndrome and learning disabilities are supported in relation to common female sexual characteristics. (Edited publisher abstract)
Commentary on: "Lost in the literature". People with intellectual disabilities who identify as trans: a narrative review
- Author:
- ZIRNSAK Tessa-May
- Journal article citation:
- Tizard Learning Disability Review, 27(1), 2022, pp.53-56.
- Publisher:
- Emerald
Purpose: This paper aims to discuss the barriers that people with intellectual disabilities face to come out as transgender in the context of a paucity of research with or about this group. Design/methodology/approach: The commentary and brief overview of trans participation in literature on people with intellectual disabilities presented in this paper is informed by a Queer Theory and Critical disabilities Studies approach. Findings: Researchers in this area are correct that there is insufficient literature that addressed the experiences of trans people with intellectual disabilities; however, for trans people with intellectual disabilities to be involved in research they must first be safe to self-identify and come out in their communities and services. Existing research suggests that people with intellectual disabilities may face additional barriers to self-identifying as LGTBQ, and that for those who have claimed a trans identity, it is not safe to come out. Social implications: There is a need for researchers and professional and lived experience experts to be engaged in policy and social research with the aim of creating safe spaces and communities for people with intellectual disabilities to explore and affirm their gender. Originality/value: There are no published papers that redirect focus from a paucity of research into the experiences of trans people with intellectual disabilities towards addressing why trans people with intellectual disabilities may choose not to come out in a context of hostility towards transgender identity in disabilities services. (Edited publisher abstract)
Staff attitudes towards sexuality in relation to gender of people with intellectual disability: a qualitative study
- Authors:
- YOUNG Rhea, GORE Nick, McCARTHY Michelle
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 37(4), December 2012, pp.343-347.
- Publisher:
- Taylor and Francis
The aim of this study was to examine whether the gender of people with intellectual disability affects the attitudes of staff regarding their sexuality. Semi-structured interviews were conducted with 10 people (7 female, 3 male) who worked directly with adults with intellectual disability in a variety of capacities. Thematic analysis of interview transcripts identified 3 themes: women are perceived as sexually innocent, men as more sexually motivated, and motivations for intimate relationships are perceived to differ between men and women with intellectual disability. The article presents the results with examples from the interviews. The authors report that the study indicates unfavourable attitudes towards sexuality in individuals with intellectual disability that correlate with traditional, restricted gender stereotypes, and suggest that their findings highlight the importance of considering gender when supporting the sexuality of people with intellectual disability.
Same-sex relationships and women with intellectual disabilities
- Authors:
- BURNS Jan, DAVIES Danielle
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(4), July 2011, pp.351-360.
- Publisher:
- Wiley
The sexual knowledge of people with mild intellectual disabilities has been found to be partial, inaccurate and inconsistent. Previous research has shown that people with intellectual disabilities have tended to hold negative or even blatantly homophobic attitudes towards homosexuality. Holding traditional beliefs about gender roles is predictive with holding negative attitudes towards homosexuality. The aim of this study was to examine attitudes towards homosexuality and gender role beliefs in a group of women with intellectual disabilities. The sample consisted of 27 women with a learning disability who described themselves as heterosexual. Three self-report measures were administered to measure their knowledge of homosexuality, attitudes towards homosexuality and gender role beliefs. The findings showed that the participants had limited knowledge, especially regarding lesbianism, and held prejudicial beliefs. Traditional gender beliefs were also identified and were associated strongly with more negative attitudes towards homosexuality. These findings suggest that education that focuses on the flexibility of gender roles may be beneficial, in addition to an emphasis on developing more positive attitudes towards homosexuality.
Ordinary women: issues for women with learning disabilities
- Author:
- BROWN Hilary
- Journal article citation:
- British Journal of Learning Disabilities, 24(2), 1996, pp.47-51.
- Publisher:
- Wiley
Reviews some key issues for women with learning disabilities and those who work with them arguing that many of these are 'ordinary' women's issues which are exacerbated because they often remain unacknowledged. Services ignore gender more than sexuality leading to very atypical lifestyles for women with learning disabilities. Explores how women's needs around fitness and appearance, sexuality and sexual abuse, reproductive rights and experiences of motherhood and caring for others could be supported by services which were more willing to acknowledge that women with learning disabilities are 'women first'.
Real men, real women, real lives? Gender issues in learning disabilities and challenging behaviour
- Authors:
- CLEMENTS John, CLARKE Isabel, EZELLE Lesley Anne
- Journal article citation:
- Disability and Society, 10(4), December 1995, pp.425-435.
- Publisher:
- Taylor and Francis
This article seeks to define gender issues and explores the significance of these issues for challenging behaviour in the field of learning disability. It is argues that lack of awareness about these issues contributes to the development of challenging behaviour and to difficulties in identifying the needs expressed through these behaviours, whatever their origin. Specific areas examined include models of residential provision for adults, prioritisation of service activities, attribution processes (needs identification), and the sexuality of people with learning disabilities. In each area issues are raised and the implications for service practice defined.
Gender, sexuality and relationships for young Australian women with intellectual disability
- Authors:
- O'SHEA Amie, FRAWLEY Patsie
- Journal article citation:
- Disability and Society, 35(4), 2020, pp.654-675.
- Publisher:
- Taylor and Francis
Gender has often been overlooked in the lives of people with intellectual disability, resulting in a limited understanding and service response. This is in part due to a lack of knowledge about the way people with intellectual disability negotiate and build a gendered identity. This article presents research undertaken with six young women with an intellectual disability who worked with the first researcher to co-develop some stories from their lives. The article shows how, facilitated by an innovative method which focused on meaningful engagement, the women told stories of richly gendered lives and subjectivities. Their stories showed how gender can be a desired and productive subjectivity, and how consideration of gender can help to identify resistance and agency in their lives. Their stories illustrate how gender is necessary in forming a comprehensive understanding of the lives of women with intellectual disability. (Edited publisher abstract)
Sex matters in autism and other developmental disabilities
- Authors:
- THOMPSON Travis, CARUSO Mary, ELLERBECK Kathryn
- Journal article citation:
- Journal of Learning Disabilities, 7(4), December 2003, pp.345-362.
- Publisher:
- Sage
Researchers have paid little attention to gender differences in developmental disabilities aside from the purpose of establishing prevalence. Yet, studying sex differences in the incidence and presentation of developmental disability and mental health disorders may contribute to our understanding of the neural circuitry and neurochemistry of both the normal and the abnormal brain. Furthermore, investigation into gender difference may have practical implications, as we may need to design sex-specific interventions for persons with developmental disability. In this article, we first review sex differences in typically developing children as well as some of the literature on the biology proposed to explain those differences. The authors then explore differences in prevalence and presentation of several developmental and mental health disorders as they may relate to biological mechanisms-with special attention to autism. Finally, the authors look at research needs as they relate to sex in developmental disability.
Responding to masturbation in supporting sexuality and challenging behaviour in services for people with learning disabilities: a practice and research overview
- Authors:
- CAMBRIDGE Paul, CARNABY Steve, McCARTHY Michele
- Journal article citation:
- Journal of Learning Disabilities, 7(3), September 2003, pp.251-266.
- Publisher:
- Sage
Masturbation is frequently referenced as a key issue for supporting the sexuality of people with learning disabilities, yet the subject has received little attention in the professional and academic literature. This article provides an overview of masturbation in relation to service responses and user support in sexuality work in learning disability more widely, drawing in evidence and experience from sex education, clinical work and staff training. Issues such as gender, sexuality, culture and consent are addressed and some of the commonly held myths and assumptions about sexuality and masturbation are challenged. The discussion and related suggestions are designed to be of value to service managers and practitioners, particularly those involved in sexuality work and one-to-one support.
Is sex a good thing for men with learning disabilities?
- Author:
- THOMPSON David
- Journal article citation:
- Tizard Learning Disability Review, 6(1), January 2001, pp.4-12.
- Publisher:
- Emerald
Sex has increasingly been constructed as a problem for men with learning disabilities. Research has focused on their vulnerability to abuse and their capacity to exploit. There are also the additional fears of their sexual activity leading to HIV infection or pregnancy. Notions of sexual rights and sexual pleasure are lost in such a discourse. This article looks in detail at the actual experience of sex for men with learning disabilities, based on qualitative interviews.