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Students’ behavioural intentions towards peers with disability
- Authors:
- BROWN Hilary K., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(4), July 2011, pp.322-332.
- Publisher:
- Wiley
Inclusive education is an important element of the current focus on social inclusion for individuals with disabilities. A barrier to the social inclusion of students with disabilities is the attitude of their non-disabled peers towards them. The aim of this study was to compare the behavioural intentions of high school students towards individuals with intellectual disabilities and individuals with physical disabilities, and to explore reasons for these behavioural intentions. A sample of 319 Grade 9 and Grade 12 students in Ontario, Canada completed a questionnaire regarding their behavioural intentions towards peers with intellectual or physical disabilities. They also responded to open-ended questions concerning their feelings about participating in a class task or social activity with these individuals. The findings showed that behavioural intentions towards students with intellectual disabilities were significantly more negative than were those towards students with physical disabilities. This difference was also reflected in responses to the open-ended questions. Common reasons for discomfort were perceived dissimilarities in interests or abilities. The findings demonstrate a need to provide interventions to support students with and without disabilities to find commonalities and to encourage reciprocity in their interactions.
A voice in the chorus: perspectives of young men of color on their disabilities, identities, and peer-mentors
- Author:
- HERNANDEZ Brigida
- Journal article citation:
- Disability and Society, 20(2), March 2005, pp.117-133.
- Publisher:
- Taylor and Francis
With the rise of violence during the 1990s, the number of persons who acquired a spinal cord injury as a result of gunshot trauma increased dramatically in the United States. This qualitative study examined disability, race, and contribution of peer-mentors to the development of identity. Six men with a violence-related spinal cord injury participated in a focus group. They were injured for at least two years, making positive gains in their lives, and training to become peer-mentors at a rehabilitation hospital. In addition, 16 men with a newly-acquired spinal cord injury from gunshot trauma participated in an individual interview. These sixteen participants were all mentees (or recipients) of the peer-mentor program. Principles of grounded theory were used to code and analyze data. Data converged on three main themes: (1) disability viewed as a wake-up call or blessing, (2) disability viewed as a turning point, and (3) disability viewed as identity transforming.
En/countering disablement in school life in Australia: children talk about peer relations and living with illness and disability
- Author:
- MCMAUGH Anne
- Journal article citation:
- Disability and Society, 26(7), 2011, pp.853-866.
- Publisher:
- Taylor and Francis
This paper reports the experiential accounts of young people with physical disability or chronic illness as they made the transition to junior high school, with a particular focus on their social experiences with peers and friends. The participants were 24 young people, with a mean age of 12.4 years, with visible and physically limiting disabilities and health conditions including cerebral palsy, spina bifida, and cystic fibrosis. Their personal accounts were gathered in 3 interviews during the course of a year from late Year 6 to late Year 7. A total of 72 recorded conversations, amounting to more than 100 hours of communication, documented the transitional experiences of the participants. Children’s reports were examined in a reflexive, disability studies framework, in which commonalities and difference in experience were examined. The findings highlight a common experience of disability-related harassment and differential experiences of friendship, peer rejection and school culture. While children encounter and actively counter disablement in a variety of ways, it is clear that they are also cognisant of the stigma, prejudices and disabling expectations that are at the core of these experiences.
Peer and adult relationships of adolescents with disabilities
- Author:
- SKAR R. N. Lisa
- Journal article citation:
- Journal of Adolescence, 26(6), December 2003, pp.635-649.
- Publisher:
- Academic Press
The purpose of this study was to enhance knowledge of what it is like to grow up with a disability, specifically, with focus on how adolescents with restricted mobility perceive social roles and relationships to peers and adults. The group investigated consisted of 12 adolescents with restricted mobility from northern Sweden, aged from 15 to 19 years. The adolescents were individually interviewed. The analysis resulted in a core category (Who am I), which describes how the adolescents perceive themselves. The core category was related to three subcategories: Relationships to friends--describes the adolescents' experiences of peer relationships, Relationships to adults--describes adolescents' relationships to adults, Thoughts about relationships in the future--comprises wishes for future relationships. The results indicated that the 12 disabled adolescents saw themselves as regular members of the adolescent peer group but that the members of the adolescent group saw them as being different. The relationships to friends of the same age were either markedly defective or did not exist at all, while relationships to adults were often characterized as ambivalent or asymmetric, i.e. the adults were simultaneously helpful and supportive while over protective and dominant. The study revealed that despite the many hindrances, the adolescents had a comparatively positive view of their future.
Meeting the social and emotional needs of young black disabled people: messages from research
- Author:
- BIGNALL Tracey
- Journal article citation:
- Journal of Integrated Care, 11(4), August 2003, pp.38-42.
- Publisher:
- Emerald
Draws on two research studies from the REU which examined the relationship of young disabled people with social care agencies. The first study interviewed 44 Asian, African Caribbean and African young disabled people about their lives, experiences and plans for the future. The second study used focus group sessions with five peer support groups to examine how young black disabled people met their needs through these groups. The results of the first study identified a need among the young people to meet with other young black disabled people, but lacked information about support groups and where they might find them. In the second study the researchers were able to examine how the support groups operated and the benefits they provided. Suggests ways in which local agencies might help young people meet their social and emotional needs. Highlights the benefits peer support groups.
An evaluation of a young disabled people's peer mentoring/support project
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2003
- Pagination:
- 4p.
- Place of publication:
- York
Young disabled people face particular barriers in growing up and becoming independent as their experiences of direct and indirect discrimination may lead to a lack of self-confidence and isolation from others of the same age and from the opportunities non-disabled young people enjoy. The Young Disabled People's Peer Mentoring /Peer Support Project developed a range of activities to address these needs over a two-year period, building on previous work. The project was evaluated with the help of both adults and younger disabled people.
Peer harassment among youths with different disabilities: impact of harassment online, in person, and in mixed online and in-person incidents
- Authors:
- WELLS Melissa, et al
- Journal article citation:
- Children and Schools, 41(1), 2019, pp.17-24.
- Publisher:
- Oxford University Press
This study examines how youths with different types of disabilities, mental health diagnoses, and special education services experience peer harassment victimization (PHV). This analysis examines how these youths experience harassment that only occurs in person, only through technology, and both in person and through technology (“mixed”). Data were collected as part of the Technology Harassment Victimization study, a U.S. telephone survey of 791 youths, ages 10 to 20. Results indicate that compared with youths not reporting peer harassment, youths diagnosed with depression were more likely to report a mixed mode form of peer harassment, youths with a physical disability were more likely to report harassment through technology, and youths with a learning disability were more likely to report in-person harassment. The type of disability, diagnosis, or special service among youths may be associated with unique vulnerabilities in terms of peer harassment experiences. School social workers and other school personnel should consider specific types of disabilities in assessing risks of PHV and in planning interventions. (Publisher abstract)
Our life, our say: a good practice guide to young disabled people's peer mentoring/support
- Author:
- BETHELL Julie
- Publisher:
- Pavilion
- Publication year:
- 2003
- Pagination:
- 96p.
- Place of publication:
- Brighton
This report is a good-practice guide based on an evaluation of an action research project that was designed to support young disabled people making the transition towards adulthood and inclusive living. It draws on the experience of the Young Disabled People's Peer Mentoring Project based within Greater Manchester Coalition of Disabled People (GMCDP). The guide is based on the views and experiences of young disabled people, their friends, families, and the professionals, organisations and services who support them in making the transition to adulthood. The guide aims to: give advice to young disabled people and others on how to start their own project; highlight the benefits of self-organisation for youth groups; look at the kind of values and practical resources necessary to make sure the groups succeed ; help support workers and organisations let go of control and involve young disabled people at every level of organisations; and show workers and organisations how to facilitate young disabled people's self-directed groups. With a range of practical suggestions and tips, the guide also highlights: the barriers that young disabled people face; what should be done to address those barriers; the right approach to setting up similar projects; who needs to be involved in making a project genuinely inclusive; and the practical aspects of setting up a project - transport, venue, administration, and accessibility of information.
The views and experiences of disabled children and their siblings: a positive outlook
- Authors:
- CONNORS Clare, STALKER Kirsten
- Publisher:
- Jessica Kingsley
- Publication year:
- 2003
- Pagination:
- 187p.,bibliog.
- Place of publication:
- London
This book considers the following topics: disabled children's understanding of disability; thew ways in which children negotiate the experience of disability in their daily lives; children's perceptions of their relationships with professionals and their knowledge and views of service provisions; siblings' perception of the effects on them of having a disabled brother or sister
Something to do: the development of peer support groups for young black disabled people
- Authors:
- BIGNALL Tracey, PAGARANI Deepa, BUTT Jabeer
- Publisher:
- Policy Press
- Publication year:
- 2001
- Pagination:
- 24p.,bibliog.
- Place of publication:
- Bristol
For young disabled people who are of Asian, Caribbean and African origin, peer support groups provide a forum for emotional and practical support, enabling them to discuss issues around race, ethnicity and religion and to share experiences with others from the same background. Using young people's own words this report explores the development of these informal support groups. Topics include: the purpose of peer support groups; how the groups have formed; what works within the groups and why; what affects the growth and maintenance of such groups; examples of processes such as decision making and planning.