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Relevant bibliographies by topics / Intellectual disability;disability studies;anthropology / Books

Books on the topic 'Intellectual disability;disability studies;anthropology'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Keith, Kenneth D. (Kenneth Dwight), 1946-, ed. Intellectual disability: Ethics, dehumanization, and a new moral community. Atrium, Sounthern Gate, Chichester, West Sussex: Wiley-Blackwell, a John Wiley & Sons, Inc., Publication, 2013.

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2

Jane, Hubert, ed. Madness, disability, and social exclusion: The archaeology and anthropology of 'difference'. London: Routledge, 2000.

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3

A constructive theology of intellectual disability: Human being as mutuality and response. New York: Fordham University Press, 2012.

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4

Whatever happened to inclusion?: The place of students with intellectual disabilities in education. New York: Peter Lang, 2010.

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5

1931-, Edgerton Robert B., and Gaston Marcia A, eds. "I've seen it all!": Lives of older persons with mental retardation in the community. Baltimore: P.H. Brooks Pub. Co., 1991.

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6

1946-, Booth Wendy, ed. Parenting under pressure: Mothers and fathers with learning difficulties. Buckingham: Open University Press, 1994.

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7

Richardson, Stephen A. Twenty-two years: Causes and consequences of mental retardation. Cambridge, Mass: Harvard University Press, 1996.

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8

Parents for children, children for parents: The adoption alternative. Washington, DC: American Association on Mental Retardation, 1989.

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9

Some just clap their hands: Raising a handicapped child. New York, N.Y: Adama Books, 1985.

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10

Treffert, Darold A. Extraordinary people. London: Bantam, 1989.

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11

Treffert, Darold A. Extraordinary people: Understanding "idiot savants". New York: Harper & Row, 1989.

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12

Treffert, Darold A. Extraordinary people: Understanding savant syndrome. Omahe, NE: Universe.com, 2000.

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13

Treffert, Darold A. Extraordinary people: Understanding "idiot savants". New York: Harper & Row, 1989.

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14

Extraordinary people: Understanding savant syndrome. Omahe, NE: Universe.com, 2000.

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15

Treffert, Darrold A. Extraordinary people. London: Black Swan, 1990.

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16

Stumpf, Steven H. Pathways to success: Training for independent living. Washington, DC: American Association on Mental Retardation, 1990.

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17

Michel, Hersen, and Van Hasselt Vincent B, eds. Psychological aspects of developmental and physical disabilities: A casebook. Newbury Park: Sage Publications, 1990.

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18

Behavior, bias, and handicaps: Labeling the emotionally disturbed child. New Brunswick, N.J: Transaction Books, 1987.

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19

Questions of competence: Culture, classification and intellectual disability. Cambridge, UK: Cambridge University Press, 1998.

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20

Cascio, M. Ariel, and Eric Racine, eds. Research Involving Participants with Cognitive Disability and Difference. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198824343.001.0001.

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Research Involving Participants with Cognitive Disability and Difference: Ethics, Autonomy, Inclusion, and Innovation provides timely, multidisciplinary insights into the ethical aspects of research that includes participants with cognitive disability and differences. These include conditions such as intellectual disability, autism, mild cognitive impairment, and psychiatric diagnoses. Research participants with cognitive disabilities and differences may be considered a vulnerable population, which may trigger protective responses. At the same time, they should also be empowered to participate in research in order to foster the growth of knowledge and the improvement of practices. For research participants with cognitive disabilities or differences, participating in research that concerns them follows the Disability Rights Movement’s call “Nothing About Us Without Us” and is a vital component of the principle of justice. However, cognitive disabilities and differences may pose challenges to ethical research, particularly with respect to the research ethics principle of autonomy for a variety of reasons. Several alternative or modified strategies, for example when obtaining informed consent, have been used by researchers. The chapters in this volume describe situations where difficulties arise, explore strategies for empowerment and inclusion, drawing on both empirical and normative research to offer suggestions for research design, research ethics, and best practices that empower people with cognitive disabilities and differences to participate in research while respecting and managing potential coercion or undue influence. Contributions from scholars in anthropology, sociology, ethics, child studies, health and rehabilitation sciences, philosophy, and law address these issues in both clinical and social/behavioral research.

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21

Intellectual Disability. Open University Press, 2007.

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22

Disability in Japan (Japan Anthropology Workshop Series). Routledge, 2013.

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23

Jenkins, Richard. Questions of Competence: Culture, Classification and Intellectual Disability. Cambridge University Press, 1999.

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24

Jenkins, Richard. Questions of Competence: Culture, Classification and Intellectual Disability. Cambridge University Press, 1999.

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25

Living With Genetic Syndromes Associated With Intellectual Disability. Jessica Kingsley Publishers, 2001.

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26

Carlson, Licia. Music, Intellectual Disability, and Human Flourishing. Edited by Blake Howe, Stephanie Jensen-Moulton, Neil Lerner, and Joseph Straus. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199331444.013.10.

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This essay explores the various ways that music is relevant to the lives of people with intellectual disabilities. Moving beyond a therapeutic and medical model, musical experience can reveal certain dimensions of the self, establish ethical relationships, and promote new kinds of flourishing that, in turn, challenge dominant assumptions about the lives of people with intellectual disabilities. Taking music seriously also raises important critical questions for the field of Disability Studies regarding the marginalization of people with intellectual disabilities, the value of scientific and theoretical discourse, and the very meaning of “intellectual disability.”

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27

Budimirovic, Dejan B., and Megha Subramanian. Neurobiology of Autism and Intellectual Disability. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199937837.003.0052.

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Fragile X syndrome (FXS) is a neurodevelopmental disorder that manifests with a range of cognitive, behavioral, and social impairments. It is a monogenetic disease caused by silencing of the FMR1 gene, in contrast to autism spectrum disorder (ASD) that is a behaviorally-defined set of complex disorders. Because ASD is a major and growing public health concern, current research is focused on identifying common therapeutic targets among patients with different molecular etiologies. Due to the prevalence of ASD in FXS and its shared neurophysiology with ASD, FXS has been extensively studied as a model for ASD. Studies in the animal models have provided breakthrough insights into the pathophysiology of FXS that have led to novel therapeutic targets for its core deficits (e.g., mGluR theory of fragile X). Yet recent clinical trials of both GABA-B agonist and mGluR5 antagonist revealed a lack of specific and sensitive outcome measures capturing the full range of improvements of patients with FXS. Recent research shows promise for the mapping of the multitude of genetic variants in ASD onto shared pathways with FXS. Nonetheless, in light of the huge level of locus heterogeneity in ASD, further effort in finding convergence in specific molecular pathways and reliable biomarkers is required in order to perform targeted treatment trials with sufficient sample size. This chapter focuses on the neurobehavioral phenotype caused by a full-mutation of the FMR1 gene, namely FXS, and the neurobiology of this disorder of relevance to the targeted molecular treatments of its core symptoms.

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28

The secret life of stories: From Don Quixote to Harry Potter, how understanding intellectual disability transforms the way we read. New York University Press, 2016.

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29

Community care and inclusion for people with an intellectual disability. FLO, 2016.

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30

Keith, Heather, and Kenneth D. Keith. Intellectual Disability: Ethics, Dehumanization, and a New Moral Community. Wiley & Sons, Incorporated, John, 2013.

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31

Keith, Heather, and Kenneth D. Keith. Intellectual Disability: Ethics, Dehumanization, and a New Moral Community. Wiley & Sons, Incorporated, John, 2013.

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32

Keith, Heather, and Kenneth D. Keith. Intellectual Disability: Ethics, Dehumanization, and a New Moral Community. Wiley & Sons, Incorporated, John, 2013.

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33

Keith, Heather, and Kenneth D. Keith. Intellectual Disability: Ethics, Dehumanization, and a New Moral Community. Wiley & Sons, Limited, John, 2013.

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34

Hubert, Jane. Madness, Disability and Social Exclusion: The Archaeology and Anthropology Of 'Difference'. Taylor & Francis Group, 2010.

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35

Hubert, Jane. Madness, Disability and Social Exclusion: The Archaeology and Anthropology Of 'Difference'. Taylor & Francis Group, 2013.

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36

Hubert, Jane. Madness, Disability and Social Exclusion: The Archaeology and Anthropology Of 'Difference'. Taylor & Francis Group, 2013.

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37

Costales, Jesse, Silvia De Rubeis, Jennifer Foss-Feig, Patrick R. Hof, Joseph D. Buxbaum, and Alexander Kolezvon. Neurobiology of Autism Spectrum Disorder and Intellectual Disability. Edited by Dennis S. Charney, Eric J. Nestler, Pamela Sklar, and Joseph D. Buxbaum. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190681425.003.0063.

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Autism spectrum disorder (ASD) is defined by impairments in social communication, along with the presence of restricted and repetitive behaviors. Approximately half of affected children also suffer from intellectual disability (ID), which is defined by cognitive and adaptive functioning at least two standard deviations below the mean (e.g., standard scores <70). It is now well established that genetic factors are major contributors to both ASD and ID. The following chapter will outline emerging themes and integrate data from human and animal studies using genetic, imaging, and histopathological methods. Emerging findings from studies of the immune system and the microbiome will also be briefly reviewed.

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38

Mental Handicap And The Human Condition An Analytical Approach To Intellectual Disability. Free Association Books, 2010.

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39

Preventing The Emotional Abuse And Neglect Of People With Intellectual Disability Stopping Insult And Injury. Jessica Kingsley Publishers, 2013.

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40

People, Policies and Professionals: A Study of Learning Disability in a Small Town. Ashgate Pub Ltd, 2002.

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41

Martin, Jeffrey J. Handbook of Disability Sport and Exercise Psychology. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.001.0001.

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This book seeks to provide a comprehensive overview of the research done in sport and exercise psychology with individuals with disabilities. Research from diverse academic disciplines such as psychology, medicine, health, recreation, kinesiology, sociology and disability studies is reviewed. In the first part of the book, covering 5 chapters, philosophy of science issues, models of disability, how to conduct quality research, research controversies, and living with a disability are explored. In a second section on sport psychology, covering 19 chapters, diverse topics such as self-efficacy, athletic and superchip identities, motivation, self-esteem, peer relationships, sport retirement, coaching, and performance enhancement are covered. In the last part on exercise psychology, covering 16 chapters, a range of topic such as obesity and fitness, exercise barriers, body image, quality of life, physical education, wounded warriors, intellectual impairments, and gender issues are discussed. All chapters conclude with extensive directions for new avenues of research and exploration.

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42

Ericsson, Kent. From Institutional Life to Community Participation: Ideas and Realities Concerning Support to Persons With Intellectual Disability (Uppsala Studies in Education, 99). Uppsala Universitet, 2002.

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43

Richardson, Stephen, and Helene Koller. Twenty-Two Years: Causes and Consequences of Mental Retardation. Harvard University Press, 1997.

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44

Bakan, Michael B. Toward an Ethnographic Model of Disability in the Ethnomusicology of Autism. Edited by Blake Howe, Stephanie Jensen-Moulton, Neil Lerner, and Joseph Straus. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199331444.013.2.

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This essay proposes an ethnographic model of disability in contradistinction to existing social and medical models. Building from an ethnomusicological study of the Artism Ensemble, a neurodiverse music performance collective comprising children on the autism spectrum, their coparticipating parents, and professional musicians of diverse musicultural lineage, it discusses issues of autistic self-advocacy, Disability Studies and rights, the anthropology of autism, and epistemological and pragmatic debates and consequences of competing autism discourses and philosophies. The essay argues that musical projects like Artism hold the capacity to contribute productively and meaningfully to the causes of autistic self-advocacy and quality of life, transforming public perceptions of autism from the customary tropes of deficit and disorder to alternate visions of wholeness, ability, and acceptance. Artism is also addressed from a critical vantage point that demonstrates its partial entrenchment in some of the very same negating constructs it ostensibly resists and defies.

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45

van Wingerden, Evelien, Arjan van Tilborg, and Hans van Balkom. Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0012.

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Learning to read is challenging for children who have hearing impairments and concurrent intellectual disabilities because they face barriers due to both conditions. In many developmental domains, including executive functioning and language development, auditory and intellectual disabilities mutually influence each other; a deficit in one domain hinders coping mechanisms to compensate for distortions in the other. The resulting impact is more than the sum of the parts. It affects the way students learn to read and the way they process written text in many ways. Little is known about the key factors in literacy development for children with both hearing impairments and intellectual disabilities. This chapter integrates recent findings on reading development in children with both of these conditions to define a research base for two exploratory studies on literacy attainment in these learners. Recommendations for literacy education are based on these studies.

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46

Koehler-Pentacoff, Elizabeth. Missing Kennedy: Rosemary Kennedy and the Secret Bonds of Four Women. Bancroft Press, 2015.

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47

The missing Kennedy: Rosemary Kennedy and the secret bonds of four women. 2015.

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48

Idiots: Stories About Mindedness and Mental Retardation (Conterpoints : Studies in the Postmodern Theory of Education, Vol. 154). Peter Lang Publishing, 2001.

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49

Coleborne, Catharine. Disability and Madness in Colonial Asylum Records in Australia and New Zealand. Edited by Michael Rembis, Catherine Kudlick, and Kim E. Nielsen. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190234959.013.17.

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Case records examined here are those of inmates in two public institutions for the insane in colonial Victoria, Australia, and in Auckland, New Zealand, between 1870 and 1910. In the international field of mental health studies and histories of psychiatry, intellectual disability has been the subject of detailed historical inquiry and forms part of the critical discussion about how institutions for the “insane” housed a range of inmates in the nineteenth century. Yet the archival records of mental hospitals have rarely been examined in any sustained way for their detail about the physically disabled or those whose records denote bodily difference. References to the physical manifestations of various forms of intellectual or emotional disability, as well as to bodily difference and “deformity,” were part of the culture of the colonial institution, which sought to categorize, label, and ascribe identities to institutional inmates.

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50

Friedner, Michele, and Annelies Kusters. It's a Small World: International Deaf Spaces and Encounters. Gallaudet University Press, 2015.

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