Journal articles: 'Social-relational perspective of disabilities'

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Schmitt, Caroline. "A relational concept of inclusion. Critical perspectives." Papers of Social Pedagogy 11, no. 1 (July 28, 2019): 60–76. http://dx.doi.org/10.5604/01.3001.0013.3092.

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The adoption of the Convention on the Rights of Persons with Disabilities (CRPD) underlines the status of inclusion as a human right. In this context, inclusion means being involved in society, and people being acknowledged whatever their abilities and needs. The article gives an insight into the international debate on inclusion, and the discussion and state of implementation in Germany. It advocates a relational concept of inclusion making use of an “agency-vulnerability nexus”. Just like the human rights understanding of inclusion, relational theories of agency and vulnerability examine the processes in social environments which enable or hinder agency. They focus on professional practice, the organisational structures of social services, political conditions and social discourse (for example on disability or refugeeism) and how they are relevant to subjective scopes of action. A perspective of this kind has inherent potential with regard to social criticism, and this is indispensable for a debate which understands inclusion as a task to be tackled by society as a whole.

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Coleman, J. Michael, and Ann M. Minnett. "Learning Disabilities and Social Competence: A Social Ecological Perspective." Exceptional Children 59, no. 3 (December 1992): 234–46. http://dx.doi.org/10.1177/001440299305900307.

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To explore the relationship between learning disabilities (LD) and social competence, various indexes of social and academic competence were collected from a sample of students with LD, as well as a matched sample of children without disabilities, in Grades 3–6. Measures included academic grades, teacher perceptions, peer perceptions, self-perceptions, social network outside of school, and direct observation of social interactions. Results suggest that children with LD differ from children without disabilities on virtually all indexes of academic competence, regardless of social status. In the social domain, children with LD had higher self-concept scores than did children without disabilities. Most social differences were linked to the child's peer status, independent of disability.

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Rutherford, Gill. ""Doing Right By": Teacher Aides, Students with Disabilities, and Relational Social Justice." Harvard Educational Review 81, no. 1 (March 21, 2011): 95–119. http://dx.doi.org/10.17763/haer.81.1.wu14717488wx2001.

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In this article, Gill Rutherford seeks to understand, from the perspectives of teacher aides, the influence of their work on the school experiences of New Zealand students with disabilities. Rutherford contributes to a growing body of international research regarding the role of teacher aides that documents the complex and ambiguous nature of their work. Ironically, given the injustice of assigning unqualified teacher aides to students whose learning support requirements (through no fault of their own) often challenge teachers, the findings of the study suggest that aides may contribute to the development of a more just education by virtue of their relationships with students with disabilities. Teacher aides' knowing and caring about students in terms of their humanity and competence resulted in their recognizing and addressing injustices experienced by students. In acting on students' behalf, in "doing right by" each student, these aides enabled students to enact their formal right to education. The study findings, interpreted within a framework of relational social justice, add another dimension to what has already been documented in research literature about the paradoxical nature of teacher aides' work.

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Martin, Jeffrey J. "Benefits and barriers to physical activity for individuals with disabilities: a social-relational model of disability perspective." Disability and Rehabilitation 35, no. 24 (June 19, 2013): 2030–37. http://dx.doi.org/10.3109/09638288.2013.802377.

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Gibbons, Frederick X. "A Social-Psychological Perspective on Developmental Disabilities." Journal of Social and Clinical Psychology 3, no. 4 (December 1985): 391–404. http://dx.doi.org/10.1521/jscp.1985.3.4.391.

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Pagan, Ricardo. "Gender and Age Differences in Loneliness: Evidence for People without and with Disabilities." International Journal of Environmental Research and Public Health 17, no. 24 (December 8, 2020): 9176. http://dx.doi.org/10.3390/ijerph17249176.

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This study examines the relationships between loneliness, gender, and age for people without and with disabilities (moderate versus severe) in Germany. Using data taken from the German Socio-Economic Panel (SOEP) for the years 2013 and 2017 and using the UCLA (University of California, Los Angeles) Loneliness Scale, in general we found that males report lower loneliness scores as compared to those for females. Furthermore, we found a strong association between loneliness and the individual’s age, but with differences according to gender and disability status. For example, for males with severe disabilities levels of loneliness decrease with age, whereas for females with severe disabilities the opposite result is found. In addition, we found that participation in leisure activities and having a higher frequency of contacts with family, friends, and social online networks (measured by the relational time index) contribute to reducing loneliness for all individuals. From a public policy perspective, it is necessary to undertake the design, promotion, and implementation of instrumental, emotional, and social support measures for people with disabilities (in particular for females that are severely limited in their daily activities), which can contribute to reducing their loneliness scores and increasing their levels of life satisfaction.

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De Klerk, Edwin Darrell, June Monica Palmer, and Greg Alexander. "Covid-19 and Technology: Higher Education’s Responses to Inclusive Practices for Pre-Service Teachers with Disabilities." Research in Social Sciences and Technology 6, no. 2 (September 8, 2021): 1–21. http://dx.doi.org/10.46303/ressat.2021.8.

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Transforming the learning experiences of pre-service teachers with disabilities from stigma and social exclusion to experiencing a sense of belonging, is a desirable imperative for learning mediators in the South African Higher Education (SAHE) context. This paper presents a relational content analysis of the concepts, theories and policies, related to effecting transformation in the meaning schemes of pre-service teachers with disabilities and to provide HEIs with inclusive responses to addressing their learning support needs. The theory of perspective transformation, which highlights the process of effecting change in a frame of reference, is applied. The theory expands on three dimensions, including psychological (changes in understanding of the self), convictional (revision of belief systems) and behavioural (changes in lifestyle) with a sound foundation of inclusion aimed at drawing on practices for the prevention of exclusion of the pre-service teacher with disabilities in SAHE spaces. The paper further analyses discourses extracted from Section 47 of the Salamanca Statement, (1994) that build on inclusion artefacts in addressing perspective transformation. The findings in terms of belonging show that affirmations of the discourses, related to an interpersonal connection with others, have the scope to affect pre-service teachers with disabilities’ need for a positive regard as a prerequisite to foster the inclusion of individuals within any given relationship. This paper recommends that SAHE institutions embrace an ethos of inclusivity to achieve transformative equity for pre-service teachers with disabilities and offers an inclusive response framework to ensure that they are able to participate, learn and be welcomed as appreciated associates of HEIs.

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Zavirsek, D. "Social Work with Adults with Disabilities: An International Perspective." British Journal of Social Work 39, no. 7 (July 28, 2009): 1393–405. http://dx.doi.org/10.1093/bjsw/bcp083.

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Kronick, Doreen. "An International Perspective on Learning Disabilities." Journal of Learning Disabilities 25, no. 6 (June 1992): 338–39. http://dx.doi.org/10.1177/002221949202500601.

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Wiener, Judith, and Linda Siegel. "A Canadian Perspective on Learning Disabilities." Journal of Learning Disabilities 25, no. 6 (June 1992): 340–50. http://dx.doi.org/10.1177/002221949202500602.

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Opp, Günther. "A German Perspective on Learning Disabilities." Journal of Learning Disabilities 25, no. 6 (June 1992): 351–60. http://dx.doi.org/10.1177/002221949202500603.

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Fabbro, Franco, and Cristina Masutto. "An Italian Perspective on Learning Disabilities." Journal of Learning Disabilities 27, no. 3 (March 1994): 138–41. http://dx.doi.org/10.1177/002221949402700301.

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Fletcher, Todd V., and Cynthia Klingler Kaufman de Lopez. "A Mexican Perspective on Learning Disabilities." Journal of Learning Disabilities 28, no. 9 (November 1995): 530–34. http://dx.doi.org/10.1177/002221949502800901.

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Jung, Dae Young. "South Korean Perspective on Learning Disabilities." Learning Disabilities Research & Practice 22, no. 3 (August 2007): 183–88. http://dx.doi.org/10.1111/j.1540-5826.2007.00246.x.

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Velázquez-Ramos, Magdalys, Israel Sánchez-Cardona, and Cynthia García Coll. "Social Position Variables of Specific Learning Disabilities: A National Perspective." Hispanic Journal of Behavioral Sciences 40, no. 4 (August 1, 2018): 504–15. http://dx.doi.org/10.1177/0739986318788562.

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This article examined the association between social position variables (i.e., Hispanic, health insurance coverage, and poverty rates) on the prevalence of specific learning disabilities (SLD) in students between 3 and 21 years of age. We used the 2012 to 2013 U.S. population data from the U.S. Department of Education, Office of Special Education Program, and the American Community Survey for the 50 states, Puerto Rico, and Washington, D.C. Results indicate that states with higher rates of Hispanics were related to higher rates of SLD, while lower rates of no health insurance coverage were related to lower SLD rates. We conclude that Hispanic students are at a higher risk of being diagnosed with SLD, while having no health insurance coverage might be a detriment to be properly diagnosed. The importance of a national perspective in disabilities and the role of social position variables on special education are discussed.

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Engwall, Kristina, and Palle Storm. "The importance of keeping a social perspective during pandemic times: Social psychiatry in Sweden." International Social Work 64, no. 5 (May 28, 2021): 745–49. http://dx.doi.org/10.1177/00208728211011625.

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We discuss the pandemic strategies in Sweden concerning social psychiatry during the first wave. We argue that the omission of social workers’ perspective in the COVID-19 strategy has negatively impacted clients with psychiatric disabilities and has also weakened the overall pandemic strategy.

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Bisol, Cláudia Alquati, Nicole Naji Pegorini, and Carla Beatris Valentini. "PENSAR A DEFICIÊNCIA A PARTIR DOS MODELOS MÉDICO, SOCIAL E PÓS-SOCIAL." Cadernos de Pesquisa 24, no. 1 (May 24, 2017): 87. http://dx.doi.org/10.18764/2178-2229.v24n1p87-100.

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Nos estudos relacionados à deficiência, podem-se identificar com clareza duas perspectivas paradigmáticas que fundamentam as ideias e ações de pesquisadores e profissionais a partir da modernidade: o modelo médico e o modelo social. Atualmente, no entanto, percebe-se a emergência de críticas ao modelo social que se encaminham para o que possivelmente poderá se constituir em uma terceira perspectiva (denominada neste trabalho de pós-social). O presente artigo tem por objetivo analisar princípios que norteiam a compreensão da deficiência considerando essas três perspectivas. Foram selecionadas publicações realizadas a partir da década de 1990 no Brasil, Europa Ocidental e América do Norte, utilizando-se os descritores inclusão escolar, sociedade inclusiva, direitos humanos e políticas públicas para pessoas com deficiência, paradigmas da deficiência, modelo médico, modelo social, estudos da deficiência e estudos feministas. Traçaram-se reflexões sobre os modelos por meio da identificação dos contextos sócio-históricos e das bases epistemológicas que os sustentam, e de algumas articulações com o campo da educação especial na perspectiva da inclusão. Problematizar esses modelos que coabitam os espaços sociais permite deslocamentos que possibilitem repensar as relações com a pessoa com deficiência nos diferentes contextos e instituições.Palavras-chave: Educação inclusiva. Estudos da deficiência. Modelo médico. Modelo social.THINKING ABOUT DISABILITY CONSIDERING THE MEDICAL, SOCIAL AND POST-SOCIAL MODELS Abstract: In the disability-related studies, one can clearly identify two paradigmatic perspectives which underlie researchers and professionals' ideas and actions from Modernity onwards: the medical model and the social model. Currently, however, we see the emergence of critiques regarding the social model moving towards what could possibly constitute a third perspective (called post-social in this paper). The present article aims to analyze the principles which guide the understanding of disability considering these three perspectives. Publications carried out from the 1990s in Brazil, Western Europe and North America were selected using the descriptors school inclusion, inclusive society, human rights and public policies for people with disabilities, disability paradigms, medical model, social model, disability studies and feminist studies. We attempted to trace reflections on the models by identifying the socio-historical contexts and the epistemological foundations that support them and by some articulations with the field of special education in the perspective of inclusion. To problematize these models which coexist in social spaces allows for shifts that may enable to rethink our relations with persons with disabilities in different contexts and institutions.Keywords: Inclusive education. Disability studies. Medical model. Social model. PENSAR LA DISCAPACIDAD A PARTIR DE LOS MODELOS MÉDICO, SOCIAL Y POS-SOCIALResumen: En los estudios relacionados con la discapacidad, se puede identificar con claridad dos perspectivas paradigmáticas que fundamentan las ideas y las acciones de los investigadores y profesionales a partir de la Modernidad: el modelo médico y el modelo social. Actualmente, sin embargo, se puede percibir la emergencia de críticas al modelo social que conducen a lo que posiblemente podrá constituirse en una tercera perspectiva (denominada en ese trabajo de pos-social). El presente artículo tiene como objetivo analizar los principios que embasan la comprensión de la discapacidad considerando esas tres perspectivas. Fueron seleccionadas publicaciones realizadas a partir de la década de 1990 en Brasil, Europa Occidental e América del Norte, utilizando los descriptores inclusión escolar, sociedad inclusiva, derechos humanos y políticas públicas para personas con discapacidad, paradigmas de la discapacidad, modelo médico, modelo social, estudios de discapacidad y estudios feministas. Se buscó trazar reflexiones sobre los modelos a través de la identificación de los contextos socio-históricos y de las bases epistemológicas que los sostienen, y de articulaciones con el campo de la educación especial en la perspectiva de la inclusión. Problematizar eses modelos que cohabitan los espacios sociales permite desplazamientos que posibiliten repensar las relaciones con la persona con discapacidad en los diferentes contextos e instituciones.Palabras clave: Educación inclusiva. Estudios de discapacidad. Modelo médico. Modelo social.

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Premuda-Conti, Paola, and Heber da Cunha. "Vocational Rehabilitation Services in Uruguay: A Rehabilitation Counseling Perspective." Journal of Applied Rehabilitation Counseling 45, no. 2 (June 1, 2014): 18–25. http://dx.doi.org/10.1891/0047-2220.45.2.18.

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Provisions to promote work for Uruguayans with disabilities have been included in many Uruguayan national laws (e.g., Law 16095, Law 18651), however, their participation in the labor force remains low. This paper introduces current demographic data on people with disabilities, as well as key aspects of Uruguayan society, such as prevalent attitudes towards people with disabilities. In addition, a brief overview of social security benefits and disability services is presented, followed by a description of current policy and major pieces of legislation that affect employment of people with disabilities in that country. Finally, selected public and private initiatives to foster employment opportunities for Uruguayans with disabilities, such as the Work Training program for people with disabilities (Programa de Capacitaciόn Laboral para personas con discapacidad or PROCLADIS) and the Target Employment program (“Objetivo Empleo), are presented in detail and discussed. Implications for rehabilitation counselors and practitioners are provided. The pursuit of full employment for people with disabilities remains a challenge in Uruguay, however, recent policy initiatives are auspicious.

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Teather, Susan, and Wendy Hillman. "The invisible students with disabilities in the Australian education system." Equality, Diversity and Inclusion: An International Journal 36, no. 6 (August 21, 2017): 551–65. http://dx.doi.org/10.1108/edi-02-2017-0029.

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Purpose There has been very little empirical research for the need to identify the importance of an inclusive territory of commonality for “invisible” students with disabilities in Australian education testing, such as the National Assessment Program-Literacy and Numeracy (NAPLAN). The paper aims to discuss this issue. Design/methodology/approach The research methodology used a cross-sectional mixed methods, deductive quantitative, an inductive qualitative, functionalist perspective and interpretivist perspective from internet secondary data analysis. This was undertaken to investigate the government functionalist macrosociology of Australian education to the detriment of the microsociology debate of students with disabilities, for inclusive education and social justice. Findings This finding showed vastly underestimated numbers of students with disabilities in Australian schools experienced through “gatekeeping”, non-participation in NAPLAN testing and choices of schools, resulting in poor educational outcomes and work-readiness. Social implications The research findings showed that functionalism of Australian education is threatening not only social order, well-being and resilience of an innovative Australian economy through welfare dependency; but also depriving people with disabilities of social equality and empowerment against poverty brought about by a lack of education and of the human right to do a decent job. Originality/value The study provided a critical evaluation of the weaknesses of government functionalism; specifically the relationship between the dualism of macro and micro perspectives, which promotes the existence of “invisible” students with disabilities in education, despite government legislation purporting an inclusive education for all students.

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Altman, Barbara M. "Another Perspective." Journal of Disability Policy Studies 25, no. 3 (February 4, 2013): 146–53. http://dx.doi.org/10.1177/1044207312474309.

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A new criticism of the variety in measures serving to identify the disabled population in the American Community Survey (ACS) has been raised by Burkhauser, Houtenville, and Tennant. That criticism identifies the lack of a participation component, specifically a measure of work limitation, as creating bias resulting in an underestimate of the size of the working-age population with disabilities. The purpose of this article is to provide another perspective on the relationship of the current ACS measure and a work limitation measure demonstrating the complications introduced by combining measures that represent two different metrics and introducing an unmeasured environmental element. The relationship of the measures with receipt of Social Security Disability Insurance or Supplemental Security Insurance is also examined and discussed.

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Gidron, Benjamin. "Market-Oriented Social Enterprises Employing People with Disabilities: A Participants’ Perspective." Journal of Social Entrepreneurship 5, no. 1 (October 17, 2013): 60–76. http://dx.doi.org/10.1080/19420676.2013.829116.

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Demartoto, Argyo. "The workers with Disabilities’ Access to Workplace Inclusion in Postmodern Model Perspective." Jurnal Studi Pemuda 7, no. 1 (February 21, 2019): 25. http://dx.doi.org/10.22146/studipemudaugm.39157.

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People with disabilities are often labeled negatively and treated discriminatively within community, including in workplace, so that only a few of them are absorbed in either formal or informal job. Meanwhile, they are entitled to get productive and reasonable job in order to realize their aspiration, to improve their life condition, and to participate actively within community. This article studies the workers with disabilities’ access to workplace inclusion in Postmodern Model Perspective in Surakarta. Accidental sampling was used to select informant; data collection was carried out through observation, in-depth interview, and document. Data validation was carried out using method and data source triangulations. The result of research showed that the access of the workers with disabilities to workplace inclusion has not been optimal yet, because the opportunity was still more limited compared with that for their non-disabled counterparts. Although inclusive work environment has diverse potential human resources and the workers with disabilities’ perspective, creativity, innovation, and problem solving ability have not been utilized maximally. In the construction process, workers with disabilities should actively participate in planning, implementation, and monitoring and evaluation so that the guarantee of workers with disabilities’ accessibility to building, transportation and communication media, workplace inclusion and many facilities can be met. The improvement of accessibility in the term of independency, rehabilitation, and social grant, and the maintenance of social wellbeing level and equal right to grow and to develop people with disabilities’ talent, ability, and social life are important to develop workplace inclusion. Prioritizing and respecting pluralism, equity, dignity, and active public participation simultaneously and sustainably will lead to the realization of inclusive society.

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Kamm, Ronald L. "Diagnosing Emotional Disorders in Athletes: A Sport Psychiatrist’s Perspective." Journal of Clinical Sport Psychology 2, no. 2 (June 2008): 178–201. http://dx.doi.org/10.1123/jcsp.2.2.178.

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Like the sports medicine physician, the sport psychiatrist plays an important role in the sports medicine team (SMT). A specialist in diagnosing emotional disorders can increase the diagnostic and treatment capabilities of the SMT. The goal of this article is to increase awareness of the psychiatric disorders commonly occurring among athletes and highlight the value of accurate psychiatric diagnosis. Using vignettes involving established athletes, the article examines anxiety and mood disorders, eating disorders, substance use disorders, and attention deficit disorder as they occur in athletic settings, as well as other syndromes with particular relevance to athletes, such as overtraining and postconcussion syndrome. Other clinical issues encountered while working with athletes, including learning disabilities and career termination concerns, are also discussed. Finally, the basic concepts of transference and countertransference are reviewed to highlight important relational dynamics between the athlete and the SMT.

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Taddei, Arianna. "Empowerment journeys of women with disabilities: A case-study." EDUCATION SCIENCES AND SOCIETY, no. 1 (July 2019): 225–43. http://dx.doi.org/10.3280/ess1-2019oa7823.

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Social inclusion of women with disabilities is currently an extremely complex challenge, an educational emergency, which mainly involves Special Education. The development of the international normative framework did not help the majority of women with disabilities, who are still socially underprivileged and are often victims of multi-discrimination, which is part of an extensive process of feminization of poverty.  Starting from the above mentioned daunting overview, the article aims at contributing to the debate on the need to reinforce a theoretical and methodological framework of interpretation. Such framework should be able to link the conditions of gender and disability together, thus pursuing an emancipating perspective. The article aspires to reflect on potential perspectives of social development, combining and balancing social protection elements with educational and employment opportunities through empowerment processes designed for women with disabilities. Such reflection will move its steps from the case-study on a journey of social and employment inclusion embraced by women with disabilities living in the difficult context of Gaza Strip

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Grenier, Michelle. "A Social Constructionist Perspective of Teaching and Learning in Inclusive Physical Education." Adapted Physical Activity Quarterly 23, no. 3 (July 2006): 245–60. http://dx.doi.org/10.1123/apaq.23.3.245.

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The purpose of this qualitative case study was to examine an inclusive, third grade physical education class containing a child with severe cerebral palsy and a visual impairment from a social constructionist perspective. Data were collected from four primary sources over a six-month period: interviews, observations, document review, and journals. Boyzaitis’s (1998) five-step process was utilized in the data analysis, which uncovered three primary themes: the teacher’s belief in the development of social skills for students with and without disabilities, the teacher’s use of purposeful strategies to accommodate students with disabilities, and student learning shaped by personal experience. Student and teacher experiences were interpreted within the conceptual framework of social construction as a means of describing relevant and meaningful relationships.

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Shinn, Mark R., Gerald A. Tindal, Deborah Spira, and Doug Marston. "Practice of Learning Disabilities as Social Policy." Learning Disability Quarterly 10, no. 1 (February 1987): 17–28. http://dx.doi.org/10.2307/1510751.

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This research presents an analysis of learning disabilities from a social-policy perspective. The reading performance of three groups of elementary students was systematically measured during the spring of the school year: regular education students receiving no supplemental instructional services, regular education students receiving remedial Chapter 1 services, and students labeled as learning disabled. The measures consisted of Curriculum-Based Assessment procedures, following the format developed at the Institute for Research on Learning Disabilities at the University of Minnesota. Students' reading performance was compared across the three groups, including the means and semi-interquartile ranges. A discriminant function analysis was applied to predict group membership. The three groups were sorted by level of reading skill with (a) very different means, (b) minimum overlap, and (c) high accuracy in classification. The results support the notion that schools may be consistent in their decision making and allocation of service delivery on the basis of students' classroom achievement. Regardless of legal or scientific definition, it is argued that schools widely employ a social-policy definition of learning disabilities designed to serve students most deficient in achievement.

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Cobigo, Virginie, Roy Brown, Yves Lachapelle, Rosemary Lysaght, Lynn Martin, Hélène Ouellette-Kuntz, Heather Stuart, and Casey Fulford. "Social Inclusion: A Proposed Framework to Inform Policy and Service Outcomes Evaluation." Inclusion 4, no. 4 (December 1, 2016): 226–38. http://dx.doi.org/10.1352/2326-6988-4.4.226.

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Abstract Social inclusion is recognized as a fundamental right in the United Nations Convention on the Rights of Persons With Disabilities (2006). Inclusion is also an explicit goal for community-based services in many countries. However, existing definitions of social inclusion are insufficient to support the development of policies and services, and the evaluation of their success in promoting social inclusion. Furthermore, existing definitions and measures tend to overlook the perspective of persons with disabilities and their significant others. Using a consensus building strategy, we developed a framework of social inclusion, which included the perspective of adults with intellectual disability. The proposed framework supports the development and evaluation of social inclusion policies and service outcomes.

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Ljungblad, Ann-Louise. "Pedagogical Tactfulness." Educare - vetenskapliga skrifter, no. 4 (September 3, 2020): 60–87. http://dx.doi.org/10.24834/educare.2020.4.3.

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Situated within the field of inclusive mathematics education, this article presents empirical research from a microethnographic study exploring teacher-student relationships. More specifically, the searchlight was aimed at how math teachers relate to their students when they teach. The classroom study is based on a rich empirical data set collected during a year of field work: video-recorded math lessons, observations and dialogues and interviews in six classes. Four math teachers participated together with 100 students from compulsory school, upper secondary school and schools for children with learning disabilities. Based on a relational perspective on teaching, Pedagogical Relational Teachership, PeRT, (Ljungblad, 2018, 2019) a microanalysis was carried out, about how the teacher’s acknowledgement to students emerged in interpersonal, face-to-face communication. Through a relational turn in mathematics education, exploring interpersonal relationships, an extended relational understanding of situated teaching was acquired. The results illuminated how teachers’ pedagogical tactfulness emerged as a pedagogical fundament in inclusive educational environment. The results also highlighted a moment of specific importance in mathematics education: at that second, when the incalculable (Biesta, 2001, 2007) emerges, the teachers refrain from assessment and, instead, listen and create a space for the students to speak with their unique voices. Over time, such a relational teachership creates trustful and respectful teacher-student relationships.

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Aarons, Derrick E. "The disability-rights perspective within the bioethics agenda." Nursing Ethics 27, no. 4 (March 30, 2020): 1056–65. http://dx.doi.org/10.1177/0969733020906599.

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The life perspectives of persons with disabilities have been neglected in many countries and particularly in lower- and middle-income countries that have fewer resources to adequately address the societal needs of these persons. Bioethics purports normative standards for the way in which we treat with others, and the virtue of care should be at the heart of everyday life. Human rights are norms that aspire to protect all persons everywhere. Within this milieu, persons with disabilities who make up a significant portion of all societies worldwide meet many social barriers that inhibit their quality of life and leave them greatly disadvantaged in comparison to able-bodied persons. This article focuses on the notion of quality of life, the presumed perspectives of biomedicine and bioethics on disability, the neglect of the lived experience of persons with disabilities, and the discrimination underlying the struggle for equal rights and opportunities for persons with disability. It argues for equal access to social and beneficial medical interventions for persons with disabilities; that persons with disabilities should be seen as different but equal; that their contributions to societal deliberations would enhance the richness of thought, views, narratives and perspectives; and that society should stop using the term disability and use instead the less value-laden term anomaly. Finally, it recommends educational campaigns to change negative attitudes towards persons with predicaments or anomalies, the respecting of human diversity, collaboration between upper-income and lower- and middle-income countries to develop strategies that seek to change negative attitudes towards persons with anomalies, and the inclusion worldwide of all these matters as a part of a bioethics agenda that advocates for respecting the human rights of persons with anomalies.

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Pockney, Rebecca. "Friendship or Facilitation: People with Learning Disabilities and Their Paid Carers." Sociological Research Online 11, no. 3 (September 2006): 89–97. http://dx.doi.org/10.5153/sro.1382.

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This article compares the composition and characteristics of the social networks of 14 people with learning disabilities with those of 24 of their paid support staff. In doing so the article not only establishes the differences in the diversity, durability and density of each group's social set, but highlights the disparity in perspective that the service users and the support staff have about their shared relationships. This is followed by a sociological discussion of why those with learning disabilities perceive their support staff as friends, while the support staff seldom consider the service users in this way, preferring to view themselves as facilitators to these individuals’ friendships. The article concludes by discussing the consequences of the staff and service users’ differing perspectives about their relationships, in terms of the tensions it generates in staff about their caring role and the effect it may have upon those with learning disabilities’ broader social inclusion.

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May, Benjamin, and Elizabeth LaMont. "Rethinking Learning Disabilities in the College Classroom: A Multicultural Perspective." Social Work Education 33, no. 7 (March 14, 2014): 959–75. http://dx.doi.org/10.1080/02615479.2014.895806.

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Kowalik-Olubinska, Malgorzata. "Education of Children with Learning Disabilities from the Social and Cultural Perspective." Procedia - Social and Behavioral Sciences 55 (October 2012): 1243–49. http://dx.doi.org/10.1016/j.sbspro.2012.09.621.

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Peek, Lori, and Laura M. Stough. "Children With Disabilities in the Context of Disaster: A Social Vulnerability Perspective." Child Development 81, no. 4 (July 15, 2010): 1260–70. http://dx.doi.org/10.1111/j.1467-8624.2010.01466.x.

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Moore, Shannon, John Davis, and Luke Melchior. "'Me and the 5 P's': Negotiating Rights-Based Critical Disabilities Studies and Social Inclusion." International Journal of Children's Rights 16, no. 2 (2008): 249–62. http://dx.doi.org/10.1163/157181808x301827.

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AbstractThis paper presents an integration of insights from critical disabilities studies, child rights and social exclusion in theory and practice and is conceptualized from two keynote presentations given by Dr. John Davis and Mr. Luke Melchior at Investment and Citizenship Towards a Transdisciplinary Dialogue in Child Rights, at Brock University Canada. In addition, the lived experience of disability is at the centre of this discussion rather than being the object of inquiry, providing a nuanced experiential perspective. The aim of this collaboration is to emphasise that young peoples' rights from the perspective of critical disabilities studies may be informed by an analysis of power relations and the five principles of protection, prevention, provision, participation, and perception (5 P's).

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Makwembere, Sandra. "Disability Sensitivity and Sensibility: A Nondisabled Lecturer Perspective on Inclusive Lecturing Opportunities." Research in Social Sciences and Technology 6, no. 2 (September 9, 2021): 52–75. http://dx.doi.org/10.46303/ressat.2021.11.

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Disability is a social force that arguably creates more education problems for students with disabilities than their impairments. Understanding it as a form of social oppression can lead to less exclusionary teaching and learning attitudes, beliefs, expectations and practices. Numerous studies have looked at the experiences of staff and students with disabilities as well as the experiences of teaching students with disabilities. However, more studies are needed to better understand and address disability in higher education. Nondisabled perspectives have a role to play in opposing disabling educational practices and cultures to make higher education more inclusive. Many opportunities especially exist for nondisabled lecturers to contribute to addressing the higher education barriers and discrimination which often affect students with disabilities. The purpose of this study was to use a disability perspective to present my lecturing practices during the move to emergency remote teaching and learning in response to COVID-19 while working at an HDI. An autoethnographic method was used. Content analysis of my accounts exposed the exclusionary nature of my practices in terms of how they facilitated ableism and suppressed disability discourse. Recommendations are made, in light of the results, on ways to not only make higher education spaces more accommodating but counter a wider societal culture that oppresses and even seeks to eradicate the value of those who live with impairments.

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Svanelöv, Eric, Per Enarsson, Eva Flygare Wallén, and Jonas Stier. "Understandings of participation in daily activity services among people with intellectual disabilities: A pedagogical sociocultural perspective." Journal of Intellectual Disabilities 23, no. 2 (November 23, 2017): 203–15. http://dx.doi.org/10.1177/1744629517743578.

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This study sought to explore different understandings of participation in daily activity services among people with intellectual disabilities. Using a pedagogical sociocultural perspective, the research focused on individuals’ perspectives and understandings as well as their account of social interaction, working and learning. In all, 17 people working in daily activity services were interviewed once, and, of these, 14 were interviewed a second time. Using qualitative content analysis, two themes and three categories were singled out. The results show that participation can be understood in two major ways: social interaction and performing work tasks.

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Taddei, Arianna, Esmeralda Azahar López, and Rebeca Abigail Recinos Reyes. "Children with Hearing Disabilities during the Pandemic: Challenges and Perspectives of Inclusion." EDUCATION SCIENCES AND SOCIETY, no. 1 (June 2021): 178–96. http://dx.doi.org/10.3280/ess1-2021oa11871.

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The COVID-19 has dramatically increased the inequalities of the opportunities to education and health services of the children with disabilities. The data collected from international agencies between 2020 and 2021 demonstrate the danger of further rising the risk of exclusion of children with disabilities especially in developing countries. The marginalization of people with sensory disabilities during the Pandemic have further expanded compared to the pre-Covid situation. The article aims to investigate the barriers that children with hearing disabilities have encountered in accessing socio-educational and rehabilitation services and reflect on the importance of social support flexibly from different local actors. In this perspective, the Center of Attention for Communication, Hearing and Language of the Central American University José Simeón Cañas of El Salvador provides educational and rehabilitation service aimed to children with hearing disabilities transforming their methodologies and practices. Based on this analysis, perspectives of action and research will be envisaged to plan the future starting from the lessons learned.

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Wolfe, Pamela S., Nicole S. Ofiesh, and Rosalie B. Boone. "Self-Advocacy Preparation of Consumers with Disabilities: A National Perspective of ADA Training Efforts." Journal of the Association for Persons with Severe Handicaps 21, no. 2 (June 1996): 81–87. http://dx.doi.org/10.1177/154079699602100203.

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To understand efforts of Mental Health/Mental Retardation/Developmental Disabilities (MHMR/DD) agencies to prepare clients with disabilities to assert their rights under the Americans with Disabilities Act (ADA), MHMR/DD personnel in 50 states responded to questions about self-advocacy needs of clients, nature of agency training in ADA self-advocacy, success of training strategies, barriers to client training, and perceived impact of the ADA. Respondents believe MHMR/DD clients need training in advocacy-related skills. They cite a number of barriers to client self-advocacy preparation. Respondents see minimal impact of the ADA on the lives of agency clients; however, they are optimistic that future impact will be significant.

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Leister, Clarissa A., Mary Langenbrunner, and David Walker. "Pretend Play: Opportunities to Teach Social Interaction Skills to Young Children with Developmental Disabilities." Australasian Journal of Early Childhood 20, no. 4 (December 1995): 30–33. http://dx.doi.org/10.1177/183693919502000406.

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While the trend in best practice issues for young children with disabilities is to place children with their typically developing peers (Leister, Koonce, Nesbit, 1993), it is also known that just placing children with disabilities in the vicinity of their peers does not guarantee interaction (Vaughn, 1985). A young child with developmental disabilities who is placed in a regular preschool setting needs multiple opportunities to learn social interaction skills. Since play is an important part of the daily routine within the preschool setting, it can be used as an opportunity to teach social skills. By incorporating social skills training into play activities, children with disabilities have the opportunity to learn skills such as: turn-taking, perspective-taking, self-help skills, establishing friendships, and learning the basic rules for getting along with others (Cook, Tessier & Klein, 1992; Gottman, 1983).

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Glidden, Laraine Masters. "Adopting Children with Developmental Disabilities: A Long-Term Perspective*." Family Relations 49, no. 4 (October 2000): 397–405. http://dx.doi.org/10.1111/j.1741-3729.2000.00397.x.

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Shevlin *, M., M. Kenny, and E. Mcneela. "Participation in higher education for students with disabilities: an Irish perspective." Disability & Society 19, no. 1 (January 2004): 15–30. http://dx.doi.org/10.1080/0968759032000155604.

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Kafaa, Kafa Abdallah. "Special Health Insurance as an Inclusive Social Protection Program for People with Disabilities." Jurnal Ilmiah Peuradeun 9, no. 1 (January 30, 2021): 71. http://dx.doi.org/10.26811/peuradeun.v9i1.462.

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The article illustrated the intervention of government within poverty alleviation through inclusive social protection for People With Disabilities. By studying Special Health Insurance program in the Special Region of Yogyakarta, it assumes that the existence of the program has occurred from a rights-based perspective in inclusive health configuration. It is based on the case study approach that aimed to explain the Special Health Insurance program implementation to extend coverage to all People With Disabilities. The main result provided the Special Health Insurance-integrated scheme program can be more inclusively and accessible for People With Disabilities than former social protection programs in Indonesia. It has finally provided the best practice for the social protection program as a social policy tool focusing on disability.

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Santos, Livia Fajin de Mello dos, Janaína Pinto Janini, Viviane de Melo Souza, and Rosângela da Silva Santos. "Transition to motherhood and mothering for women in wheelchairs: a nursing perspective." Revista Brasileira de Enfermagem 72, suppl 3 (December 2019): 290–96. http://dx.doi.org/10.1590/0034-7167-2018-0843.

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ABSTRACT Objective: To discuss the process of transition to motherhood and mothering of women who are wheelchair users, from the perspective of Afaf Ibrahim Meleis. Method: Qualitative, descriptive, exploratory study conducted with six women in the state of Rio de Janeiro. The Life Narrative method was used, with thematic analysis in the light of Transitions Theory. Results: Developmental and situational transitions occurred and were influenced by personal, community and social factor. Moved mainly by ignorance and prejudice of family members and of the social network, these factors were not barriers for motherhood and mothering. Final Considerations: The reproductive rights of women with disabilities must be respected and, for this, inclusive policies focused on women with disabilities should be adopted.

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Quesada-Rubio, Jose-Manuel, Marta Ortega-Ortega, Valentin Molina-Moreno, Ignacio Ruiz-Guerra, and Maria-Dolores Huete-Morales. "Dependence From The Perspective Of Primary Caregivers Of People With Disabilities." International Business & Economics Research Journal (IBER) 11, no. 13 (December 19, 2012): 1533. http://dx.doi.org/10.19030/iber.v11i13.7458.

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The paper is focused on informal caregivers of people with disabilities, particularly in mentally handicapped persons. Informal caregiver refers to those relatives, friends or any person who make this task without any formal economic remuneration. Only in few cases, caregivers are able to receive some economic aid by the administration. We develop a questionnaire to analyze personal, familiar, economic and social situation of primary caregivers. The empirical results are based on a sample of 128 caregivers of a spanish association created for people with disabilities.

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Leahy, Margaret M. "Changing Perspectives for Practice in Stuttering." American Journal of Speech-Language Pathology 14, no. 4 (November 2005): 274–83. http://dx.doi.org/10.1044/1058-0360(2005/027).

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Changing perspectives for practice in stuttering therapy are informed by the changes in knowledge, social values, and belief systems of a society. The International Classification of Functioning, Disability and Health (ICF; World Health Organization, 2001) has a sociological emphasis with a focus on the ability and functioning of the person, and it is currently fostering changes in perspectives for working with those who stutter. These perspectives are reflected in Irish social mores in the 7th and 8th centuries, when social and legal codes enshrined the rights of people with speech disabilities in law and recognized the dignity and integrity of people with such disabilities. The society of the time showed awareness and acceptance of people with disabilities, and it provided the supports to enable their participation in society. To a large extent, these principles contrast with the predominantly impairment-based focus that has been the heritage of the speech-language pathology profession in the 20th century. In order to review changing emphases in stuttering therapy and to consider applications of a sociological approach to stuttering, an outline of historical perspectives of the profession of speech-language pathology is presented. The evolution of the ICF is also outlined, moving from an impairment-based focus to a more sociological perspective. Both perspectives provide a historical context for consideration of approaches to working with stuttering, reflecting the ICF and echoing principles that were practiced in an ancient Celtic society.

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Nwachukwu, P. T. T. "COVID-19 Lockdown and its Impact on Social–Ethics and Psycho-Social Support for Disability Care." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 1 (March 12, 2021): 45–55. http://dx.doi.org/10.6000/2292-2598.2021.09.01.6.

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This paper aims to explore the social-ethics dimension and the psychosocial support for persons with disabilities, as well as health and social care practitioners during the COVID-19 pandemic and beyond regarding quarantine conditions currently ravaging the world. The COVID-19 outbreak has motivated the enactment of public health control procedures, particularly quarantines. The impacts of quarantines during this COVID-19 outbreak period and the interventions to relieve the strain are discussed through a descriptive analysis pattern and linked with social ethic and psychosocial support for behavioural health and social work practices. The role of the social-ethic perspective is that it is geared towards reducing the psychosocial impacts of the COVID-19 quarantine for persons with disabilities and for disability care. This paper outlines psychosocial uneasiness, including distress and stressors, as a result of the hazards and anxiety sensitivities, as well as the immense concern for persons with disabilities and their care practitioners during quarantine and beyond. This paper offers new insights on the COVID-19 virus and the quarantine measures that were missed, which could have averted its spread globally; quarantine or lockdown has a secondary effect in lessening the capacity of the virus's transmission and decreases the likelihood of people contracting, and thus infecting others. This paper suggests recommendations for persons with disabilities in quarantine and their families and the management of perceptions of public health risks, threats, and issues about health and social care workers becoming "covitors” (meaning COVID-19 survivors) now and post-COVID-19.

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Ramos Feijóo, Clarisa, and Josefa Lorenzo García. "Personas con discapacidad en cárceles. Reflexiones desde el trabajo social." Atlántida Revista Canaria de Ciencias Sociales, no. 11 (2020): 97–112. http://dx.doi.org/10.25145/j.atlantid.20.11.05.

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The presence of people with intellectual disabilities and mental illnes in the Spanish prison system is a reality that challenges the prevention capacity of social protection systems. The subject has not been sufficiently studied and continues to require innovative intervention strategies. Whit the aim of making proposal of key aspects for intervention in the area of people with intellectual disabilities and mental illness in conflict with the law, from the perspective of rights in Social Work, a comparative analysis of the conclusions of two previous investigations and they have been contrasted with the theory. Overall, it is proposed that in these «highly complex» situations, the Person-Centered Comprehensive Attention Model may be useful.

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Shemanov, Alexander Yu. "Anthropology of Inclusion: Autonomy or Authenticity?" Observatory of Culture, no. 4 (August 28, 2014): 9–16. http://dx.doi.org/10.25281/2072-3156-2014-0-4-9-16.

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Provides a philosophical analysis of the social constructionist substantiation of inclusion and social model of disability. The article also considers the notion of psychological service for inclusive education participants using Herman P. Meininger’s concept of normative anthropology that provides for structuring perspectives of delivering support to people with disabilities as the analytical tool. The author approves Meyninger`s conclusions about the inadequacy of normative anthropology of inclusion based on the ideal of autonomous personality. This ideal accepted by the normative anthropology preserves the noninclusive character regardless of what inclusion model is accepted for people with disabilities - social (inclusion) or individual (integration). The structuring perspective for providing care (as the normative anthropology) that draw on the ideal of authenticity is supported. The author emphasizes importance of considering both cultural and embodied aspects of human existence while constructing the normative anthropology of inclusion and related psychological services for its participants.

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Verdino, Timotius. "Disabilitas dan In(ter)karnasi: Memaknai Relasi Persahabatan dalam Pelayanan Pastoral." GEMA TEOLOGIKA: Jurnal Teologi Kontekstual dan Filsafat Keilahian 5, no. 1 (April 28, 2020): 33. http://dx.doi.org/10.21460/gema.2020.51.483.

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AbstractThe development of incarnation theology has taken into account people with disabilities. However, the incarnation tends to be understood in a single corporeal identity, whilst disability shows the multiplicity of identities of socially constructed bodies. How do we see the incarnation in a disability perspective that embraces the multiplicity of body identity? Mayra Rivera, based on Maurice Merleau-Ponty’s philosophy, spoke of intercarnation as an alternative to the incarnation in a social perspective. This article points out that discussing the incarnation in the perspective of disability with a social model leads to the idea of intercarnation. In dealing with this case, the discourse about intercanation among feminist theologians would be helpful for the theology of disability. AbstrakPengembangan teologi inkarnasi telah memperhitungkan faktor orang-orang dengan disabilitas. Akan tetapi, inkarnasi cenderung dipahami dalam sebuah identitas korporeal tunggal, padahal disabilitas menunjukkan adanya multiplisitas identitas tubuh yang dikonstruksi secara sosial. Bagaimana melihat inkarnasi dalam perspektif disabilitas yang merangkul multiplisitas identitas tubuh? Mayra Rivera, yang berangkatdari filsafat Maurice Merleau-Ponty, berbicara tentang interkarnasi sebagai sebuah alternatif terhadap perbincangan inkarnasi dalam perspektif sosial. Artikel ini menunjukkan bahwa membahas inkarnasi dalam perspektif disabilitas dengan model sosial akan mencapai gagasan tentang interkarnasi. Dalam mengkaji hal ini, diskursus tentang interkarnasi yang selama ini didominasi oleh teolog-teolog feminis akan bermanfaat bagi teologi disabilitas.

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Spirina, Tеtiana, Barbara Grabowska, and Tеtiana Liakh. "SOCIAL AND PEDAGOGICAL SUPPORT OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION INSTITUTIONS." Modern Higher Education Review, no. 5 (2020): 62–71. http://dx.doi.org/10.28925/2518-7635.2020.5.6.

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The article considers the issue of education of students with disabilities in higher education institutions. It emphasizes the importance and features of social and pedagogical support that takes into consideration the main points that cause difficulties in this category in obtaining educational services. The article defines the perspective ways of solving the problems that concern the organization of support to students with disabilities in the environment of higher education institutions. Understanding the essence of social and pedagogical support of students with disabilities in higher education institutions involves, first of all, knowledge of the specifics of various types of developmental disorders, identifying existing problems, needs and opportunities of such students as well as creating appropriate conditions in the educational environment. The growing number of people with disabilities in Ukraine raises a number of issues related to their adaptation, socialization, including education and employment. A special place in the system of higher education in Ukraine is occupied by the integrated form of education of students with disabilities together with other students, the main condition of which is to ensure equal access to education, extracurricular activities and equal rights to obtain the higher education. The important component of the process of integration of youth with disabilities into society is the creation of appropriate conditions for learning and development of students with disabilities in higher education institutions, acquisition of knowledge, skills and competencies. In modern conditions, the accessibility of higher education for people with disabilities is an acute social and pedagogical problem which is associated with the formation of a holistic vision and the specifics of the socio-pedagogical process.

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Journal articles on the topic 'Social-relational perspective of disabilities'

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