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A reluctance to be defined 'disabled'. How can the social model of disability enhance understanding of anorexia?
- Author:
- TIERNEY Stephanie
- Journal article citation:
- Disability and Society, 16(5), August 2001, pp.749-764.
- Publisher:
- Taylor and Francis
Most people would not ordinarily regard anorexia as a disability, exposing the narrow social understanding of the latter term, although for certain bureaucratic purposes, like claiming Disability Living Allowance, anorexia is demarcated thus. The oppression faced by people labelled 'anorexic' mirrors that which theorists suggest disadvantages disabled people, a similarity examined below using the social model of disability as a tool of enquiry. In addition, the reasons against and for defining anorexia as a disability, and arguments for incorporating the experiences of people labelled 'anorexic' into the Disability Movement will be discussed. This paper is based on the comments of nine interviewees, medically or self-defined as 'anorexic', whose words clarify and make theoretical discussion more engaging. It is anticipated that exploring anorexia in a new light will improve understanding of the condition and will also be beneficial to Disability Studies.
A disabling education: the case of disabled learners in Malaysia
- Authors:
- ADNAN Airil Haimi, HAFIZ Intan Azreena
- Journal article citation:
- Disability and Society, 16(5), August 2001, pp.655-669.
- Publisher:
- Taylor and Francis
Currently there is a move by the government towards improving the state of education for disabled learners in Malaysia. It is believed that current policy and practice do not meet the needs and requirements of these learners, partly because of the different definitions of disability adopted by various government agencies that are empowered to assist them. Employing a social constructivist framework, these definitions are examined specifically in the way they have been developed into different practices. It is argued that some of the common practices in educating disabled learners are discriminatory and haphazardly planned. The material effects of these practices on the actual provisions of education for these learners are then observed and evaluated. It is suggested that the education system be improved by including disabled learners in mainstream education, so as to help instigate positive changes in the lives of these learners through the wider process of social inclusion.
Where are the children's experiences? Analysing social and cultural exclusion in 'special' and 'mainstream' schools
- Authors:
- DAVIS J.M., WATSON N.
- Journal article citation:
- Disability and Society, 16(5), August 2001, pp.671-687.
- Publisher:
- Taylor and Francis
This article employs ethnographic data to illustrate that disabled children encounter discriminatory notions of 'normality' and 'difference' in both 'special' and 'mainstream' schools, and that these experiences relate to both the structural forces in schools, and the everyday individual and cultural practices of adults and children. In contrast to much of the literature in the field, this article examines the everyday life experiences of adults and disabled children from their own perspective. Highlights disabled children's own criticisms of 'special' and 'mainstream' schools to illustrate the fluid nature of disabled children's lives within educational settings. Argues that schools will be prevented from becoming fully inclusive until adults who control schools take account of children's views of specific educational processes and until educational policy makers adopt a more nuanced multi-level approach to inclusion. Children should be enabled to challenge the structural, cultural and individual conditions which create disability.
Bodies, disability and spaces: the social model and disabling spatial organisations
- Author:
- FREUND Peter
- Journal article citation:
- Disability and Society, 16(5), August 2001, pp.689-706.
- Publisher:
- Taylor and Francis
This article examines the relevance of socio-material space to the social model. The social model has been criticised as being disembodied. While there is some basis for this critique, the social model, in fact, has 'bodies in space' as a central concern. A distinction is made between disability as a sociocultural and biomedical category, and as a state of 'not being able to'. The latter usage is not just relevant to people with disabilities. In order to illustrate the strength of the social model, disabling social organisations of space-time practices are examined with a special emphasis on transport-public space. It is concluded that the social model offers insights into relationships between bodies, embodied agency and the social organisation of space-time.
Will new code crack discrimination?
- Author:
- WELLARD Sarah
- Journal article citation:
- Community Care, 12.7.01, 2001, pp.10-11.
- Publisher:
- Reed Business Information
Children with special needs who attend mainstream schools have often had to endure discrimination which has left them excluded. Reports on how a proposed code of practice, backed by a recently passed act, looks set to change this state of affairs.
Moving forward: sterilisation and reproductive health of women and girls with disabilities; a report on the national project conducted by Women With Disabilities Australia (WWDA); July 2001
- Authors:
- DOWSE Leanne, FROHMADER Carolyn
- Publisher:
- Women With Disabilities Australia (WWDA)
- Publication year:
- 2001
- Pagination:
- 96p.
- Place of publication:
- Rosny Park, TAS
This report gives a voice to the women who have experienced sterilisation against their will and who have been denied their right to reproductive choice and parenting. It reflects the experiences and perspectives of women and girls with disabilities in reporting on the National Forum on Sterilisation and Reproductive Health for Women and Girls with Disabilities held in Sydney in February 2001.
The paradox of discriminatory practices as a means of emancipatory strategies
- Author:
- HELMIUS Gisela
- Journal article citation:
- Community Work and Family, 4(3), December 2001, pp.273-284.
- Publisher:
- Taylor and Francis
Draws on a qualitative study in Sweden in which women from three generations were interviewed about their daily lives. The women studied were all born with a mobility impairment. Inspired by feminist-sociological thought, the article highlights the situation of these women with particular regard to work, education and family. The focus is on potentials for individual empowerment and emancipatory strategies. Argues that the impairment might be identified as a driving force that allows the transcending of constraints of traditional work and family gender roles.
Not just users of services but contributors to society: the opportunities of the disability rights agenda
- Author:
- SAYCE Liz
- Journal article citation:
- Mental Health Review, 6(3), September 2001, pp.25-28.
- Publisher:
- Pier Professional
Discusses the relevance of models of disability for people with mental health problems. Looks at the opportunities presented in the Disability Discrimination Act 1995 as they apply to mental health.
Social behaviour and illness information interact to influence the peer acceptance of children with chronic illness
- Authors:
- ALDERFER Melissa A., WIEBE Deborah J., HARTMANN Donald P.
- Journal article citation:
- British Journal of Health Psychology, 6(3), September 2001, pp.243-255.
- Publisher:
- Wiley
This study investigates social behaviour as a contributor to the peer acceptance of children with chronic illness. Results found that although children described as ill received lower acceptance ratings than healthy children, prosocial/ill children were more accepted than aggressive/ill children. Social behaviour interacted with physical status to affect acceptance. Concludes that social behaviour influences the peer acceptance of hypothetical children with chronic illness. Prosocial behaviour enhances acceptances of children described with illness, while aggressive behaviour hampers it. Additionally, prosocial behaviour is more, while aggressive behaviour is less damaging for children described as ill versus healthy. The potential processes by which peers judge acceptance of children with illness are discussed.
Special Education Needs and Disability Act: disability discrimination in education
- Author:
- RIMMINGTON Helen
- Journal article citation:
- Childright, 178, July 2001, pp.14-15.
- Publisher:
- Children's Legal Centre
Looks at the provisions of Special Educational Needs and Disability Act 2001 (SENDA), which aims to introduce individual rights for children with disabilities in school and provide a mechanism for enforcement. In particular, the Act extends the role of the Special Educational Needs Tribunal to decide on certain limited claims relating to disability discrimination within schools.