Relevant bibliographies by topics / Critical disability perspectives

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Critical disability perspectives'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Critical disability perspectives"

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Peña, Edlyn Vallejo, Lissa D. Stapleton, and Lenore Malone Schaffer. "Critical Perspectives on Disability Identity." New Directions for Student Services 2016, no. 154 (June 2016): 85–96. http://dx.doi.org/10.1002/ss.20177.

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Anyinam, Charles K., Sue Coffey, and Celina Da Silva. "Integrating critical disability perspectives in nursing education." Journal of Nursing Education and Practice 9, no. 9 (June 17, 2019): 63. http://dx.doi.org/10.5430/jnep.v9n9p63.

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Undergraduate nursing education has a duty to make certain that the focus of both nursing practice with disabled people and nursing education are enabling, rather than disabling. However, depictions of disability in nursing education have been identified as inadequate and at times problematic, with insufficient attention paid to disability in curricula. In this paper, we provide an overview of representations of disability in nursing and examine the gaps and inadequacies in nursing education. We also support the argument that nursing educators must utilize critical perspectives on disability to challenge discrimination and address the gaps that currently exist. Finally, we focus on how nursing programs and educators can take action to support all nursing students to develop the knowledge, attitudes, and behaviours to meet the needs of disabled people in a more comprehensive and meaningful way. Practical and effective strategies are shared.
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Burghardt, Madeline, Tracy Edelist, Ann Fudge Schormans, and Karen Yoshida. "Coming to Critical Disability Studies: Critical Reflections on Disability in Health and Social Work Professions." Canadian Journal of Disability Studies 10, no. 1 (March 4, 2021): 23–53. http://dx.doi.org/10.15353/cjds.v10i1.743.

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This paper describes how four ‘helping’ professionals came to embrace and teach critical disability studies (CDS) perspectives rather than biomedical approaches to impairment and disability that traditionally inform those professions (occupational therapy, physiotherapy, social work, and speech-language pathology). Sharing examples from our experiences, we describe how we came to question the normative, ableist assumptions of our professional disciplines. We then briefly outline literature demonstrating how critical approaches have been incorporated into professional research and practice and discuss possible obstacles and tensions in adopting more widespread critical approaches into professional spaces. We conclude by suggesting that continued development of connections among scholars and activists within CDS, rehabilitation and social work, and the community, is necessary to ensure that intersectional critical perspectives in relation to disability become a core component of professional training programs.
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Lewthwaite, Sarah. "Web accessibility standards and disability: developing critical perspectives on accessibility." Disability and Rehabilitation 36, no. 16 (July 10, 2014): 1375–83. http://dx.doi.org/10.3109/09638288.2014.938178.

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Pickard, Beth. "A critical reflection on the Health and Care Professions Council Standards of Proficiency for music therapists: A critical disability studies perspective." British Journal of Music Therapy 34, no. 2 (November 2020): 82–94. http://dx.doi.org/10.1177/1359457520971812.

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This article takes the theoretical and philosophical lens of critical disability studies to critically reflect on the Health and Care Professions Council Standards of Proficiency for Arts Therapists. The discipline of critical disability studies, evolving from disability studies and the disability rights movement, is initially defined before multiple paradigms of disability are introduced as central tenets of these disciplines. The relationship between critical disability studies and music therapy is explored, with reference to seminal publications and the perceptions of music therapy within them. The Health and Care Professions Council Standards of Proficiency are then taken as a source of reflection to attempt to understand the perpetuation of medicalised perspectives in the profession and the potential friction between critical disability studies and music therapy. A selection of the Standards of Proficiency are analysed according to distinct paradigms of disability. Questions are posed to interrogate and contextualise the standards in relation to critical disability studies philosophy. From this critical reflection, a discussion emerges which reflects on the reach of these professional standards and how they might contribute to a continuing, outdated expert-model of music therapy in the United Kingdom. The article concludes by drawing these threads together in a series of recommendations to educators, practitioners and the wider profession.
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Muca, Klaudia. "Engaged Humanities. New Perspectives of Experience-Oriented Humanities." Economics and Culture 15, no. 1 (June 1, 2018): 47–55. http://dx.doi.org/10.2478/jec-2018-0005.

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Abstract The term engagement was used in critical cultural studies as a term that name an attitude of scholars, and a feature of cultural and scientific texts, that are based on the experience of an individual or a group of people. In the recent two decades, many of Polish academic narrations on the field of cultural production focused on the issue of engagement. In the article, a phenomenon of engagement in the context of disability studies is considered. The main objective of the article is the analysis of disability studies as a new model of experience- oriented discipline. What is particularly interesting is a possibility to relabel experiences of the disabled as a significant report on the status of modern narrations, which should include different minority bodies. The main aim of disability studies is to present a project of engaged attitudes towards social sustainability that is not based on exclusions of any social groups of people. Studies on disability are also introduced as an experience-oriented discipline in the field of engaged humanities. This article aims at presenting critical narrations on the issue of engagement in other to connect disability studies to the engaged humanities. Promoting engagement in many areas of culture and social life seems to be a way of introducing more open politics towards difference, and social sphere of life that is equally accessible for everyone.
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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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Newell, Christopher. "Biomedicine, Genetics and Disability: reflections on nursing and a philosophy of holism." Nursing Ethics 7, no. 3 (May 2000): 227–36. http://dx.doi.org/10.1177/096973300000700305.

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This article critically explores the notion of those sociopolitical spaces that are ‘disability’, ‘holism’ and ‘genetics’, arguing from the perspectives of someone who identifies as having a disability. Medical genetics is seen to reflect the ideology and dominant biomedical reductionist thought. In contrast with this, it is proposed that disability and health are inherently social. A nursing approach is seen to recognize the social and holistic nature of the human person and to present a critical reflection on the reductionistic applications of medical genetics.
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Jordan, Karen, and Emma Tseris. "Locating, understanding and celebrating disability: Revisiting Erikson’s “stages”." Feminism & Psychology 28, no. 3 (April 28, 2017): 427–44. http://dx.doi.org/10.1177/0959353517705400.

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The assumption of universal human developmental tasks is central to Erikson’s influential Eight Stages of Man. While grand developmental theories have been strongly critiqued from a feminist perspective, it is necessary for feminists to also consider the implications of Erikson’s theory from a critical disability perspective. Applications of Erikson’s theory have claimed that disabled people experience stagnated development because they are unable to complete the achievements required for full participation in adulthood. However, we argue that the positioning of disabled people as diminished adults is open to question, as it is based on narrowly defined notions of “autonomy”, “industry” and “initiative”. Additionally, constructions of disabled adults as “dependent” or “vulnerable” render invisible the systematic exclusion of disabled people from social and economic opportunities. Human service workers who adopt normative developmental understandings may not realize the potential for “well-intentioned” disability services to cause harm through paternalism and a culture of low expectations. It is essential that universalized models of adulthood are deconstructed from both feminist and critical disability perspectives, in order to locate, understand and celebrate diverse developmental experiences. We offer some ideas about how this deconstruction might be enacted within a university education context.
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Lindsay, Sally, Joanne Leck, Winny Shen, Elaine Cagliostro, and Jennifer Stinson. "A framework for developing employer’s disability confidence." Equality, Diversity and Inclusion: An International Journal 38, no. 1 (February 11, 2019): 40–55. http://dx.doi.org/10.1108/edi-05-2018-0085.

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PurposeMany employers lack disability confidence regarding how to include people with disabilities in the workforce, which can lead to stigma and discrimination. The purpose of this paper is to explore the concept of disability confidence from two perspectives, employers who hire people with a disability and employees with a disability.Design/methodology/approachA qualitative thematic analysis was conducted using 35 semi-structured interviews (18 employers who hire people with disabilities; 17 employees with a disability).FindingsThemes included the following categories: disability discomfort (i.e. lack of experience, stigma and discrimination); reaching beyond comfort zone (i.e. disability awareness training, business case, shared lived experiences); broadened perspectives (i.e. challenging stigma and stereotypes, minimizing bias and focusing on abilities); and disability confidence (i.e. supportive and inclusive culture and leading and modeling social change). The results highlight that disability confidence among employers is critical for enhancing the social inclusion of people with disabilities.Originality/valueThe study addresses an important gap in the literature by developing a better understanding of the concept of disability from the perspectives of employers who hire people with disabilities and also employees with a disability.
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Dissertations / Theses on the topic "Critical disability perspectives"

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Sweatman, Margie Wiggins. "A critical race inquiry into the use of grade level textbooks for students with reading disabilities the perspectives of teachers, students, and parents /." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/beth%5Fc%5Fnewton/newton%5Fbeth%5Fc%5F200508%5Fedd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2005.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 250-270) and appendices.
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LEIPOLDT, Erik, and eleipoldt@upnaway com. "Good life in the balance: a cross-national study of Dutch and Australian disability perspectives on euthanasia and physician-assisted suicide." Edith Cowan University. Education And Arts: School Of, 2003. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0010.html.

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This is a cross-national qualitative study with the purpose of obtaining perspectives held by people with quadriplegia and leading figures in disability movements in the Netherlands and Australia on the issues of euthanasia and physician-assisted suicide (EPAS). A disability voice is not prominent in public debate on EPAS in Australia or the Netherlands, even though people with disabilities are often thought to be vulnerable in relation to EPAS policies. Disability perspectives are potentially valuable in illuminating issues in relation to euthanasia and physician-assisted suicide, because issues of dependence, independence, and individual autonomy play important roles in relation to both EPAS and to living with disability. The study's methodology uses a phenomenological approach and incorporates aspects of heuristics and grounded theory. Its conceptual framework incorporates MacIntyre's (1999) theory of acknowledged dependency and vulnerability; Habermas' (1989) theory of knowledge; and Festinger's (1959) theory of cognitive dissonance. The main sample of twenty people with quadriplegia (the grassroots sample) was interviewed in the Netherlands and in Australia.
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Slater, Jenny. "Constructions, perceptions and expectations of being disabled and young : a critical disability perspective." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/344340/.

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This thesis takes a critical disability studies (CDS) approach to explore the concepts of ‘youth’ and ‘disability’. I ask how normative conceptions of youth and disability impact upon the lives of young disabled people and consider how, as youth and disability researchers, we can position young disabled people as active and politically resilient. I argue that thinking about youth, disability and lived-experiences of disabled youth, can teach us less oppressive ways of conceptualising disability and youth, through the notion of becoming-in-the-world-together (Shildrick, 2009). The method/ology I employ is transdisciplinary, postconventionalist (Shildrick, 2009) and auto/ethnographic. Following Hughes, Goodley and Davis (2012) I utilise theories as and when I see them fit for my political purpose. The thesis is divided into two sections. Section One theorises and contextualises youth and disability; whereas Section Two introduces fieldwork and contains three chapters of analysis. There were three contexts to fieldwork. The first two involve using a variety of creative methods to ask two groups of young disabled people in northern England for their utopian, best-ever future world ideas. I call this The Best-Ever Future Worlds Project. The third research context is a three month ethnography with young people involved in the Independent Living Movement (ILM) in Iceland. The stories, ideas and theorisations of all these young people help me to question, queer and crip discourses of youth, adult and disability. Findings highlight the ableism of adulthood and the falsity of conceptualising youth as a time of becoming-independent-adult. I argue it is more useful, inclusive and representative of young people’s lives to consider youth, not as a time of becoming-independent, but a time of expanding networks of interdependency. We see dangerous relationships between disability, youth and sexuality functioning to posit disabled people’s bodies as a) childlike (Johnson, Walmsley, & Wolfe, 2010), b) asexual (Garland-Thomson, 2002; Liddiard, 2012), and c) the property of others, to be subject to intervention (Barton, 1993; McCarthy, 1998). The importance of questioning normative discourses of disability and youth for young disabled people therefore becomes clear. I argue this has to take place both inside and outside academia. Reconceptualising youth and disability requires intersectional approaches to research, transdisciplinary conversations, and the development of spaces in which to be ‘critically young’.
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McKechnie, Andrew. "Beyond barriers : a critical realist perspective on disability and the meaning of the dwelling." Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/55665/.

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This research engages with critical realism to reassess the meaning of the dwelling for physically disabled individuals. Much of the existing literature on experiences of the dwelling for physically disabled individuals has explored functional design issues. In doing so a homogenous view of the meaning of the dwelling has been presented, one that has largely neglected the influences of both agency and physiology. To remedy this neglect this research seeks to explore the possibility for difference in the meaning of the dwelling and in doing so move beyond the explanations presented in the past. Drawing on the data generated through life history interviews with nineteen individuals with a wide range of physically disabilities, this thesis explores the range of events that can affect the meaning of the dwelling for physically disabled individuals. Moreover, by developing a critical understanding of critical realism, over the course of the thesis an analytical framework will be developed; a framework that can help explain the experiences of the nineteen participants in a non-reductionist fashion. Principally, this framework will highlight the impossibility of reducing experiences to just one cause and assert the need to recognise that a combination of structures, mechanisms and events co-determine the meaning of the dwelling. By taking an epistemological position influenced by critical realism it becomes possible to acknowledge experiential diversity in the form of: episodic issues; type of impairment; biographical accomplishment; emotional attachments; impact of care services etc. without disregarding all important issues of design or homogenising experiences. In doing so this research not only makes a contribution to the meaning of the home literature, but to disability and housing studies in general.
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Alenaizi, Hussain. "Disability and Kuwaiti society : a critical realist approach to participatory research in contemporary Kuwaiti society." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/disability-and-kuwaiti-society-a-critical-realist-approach-to-participatory-research-in-contemporary-kuwaiti-society(d95fc638-24fe-4b09-b95e-2fd350cbbac7).html.

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The aim of this study is to explore disability issues in the Kuwaiti context through a participatory research project with disabled people. Six disabled people participated in this project as co-researchers, and a further eight informants (disabled and non-disabled) contributed to this research as research participants. The thesis initially provides a critical exploration of the dominant conceptualisations of disability, such as the individual and social models and also includes cultural perspectives. The individual model provides an exploration of disability at the biological level, while the social model analyses disability at the socio-economic level (Bhaskar and Danermark, 2006). Cultural perspectives of disability provide an exploration of disability at the socio-cultural level (Danermark and Gellerstedt, 2004).After this exploration, and in relation to the experiences of the co-researchers, the thesis proposes that each of these singular perspectives can only provide limited conceptual effectiveness. The study then goes on to suggest that, rather than reducing the 'problem' of disability to one limited explanation, it is more productive to take an overarching, and more complex and interactional approach to disability that combines the best aspects of individual and social models as well as cultural and societal perspectives. The findings explore a number of disability issues at different levels. The analysis of the discussions with the co-researchers and interviews with the participants of this study emphasise a number of disability issues related to both the body and society. In relation to the body, both the co-researchers and the participants highlight issues and experiences related to the role of impairment in restricting activity, while at the same time acknowledging the roles of society and culture that play a part in disablement. The findings show the complexity of the understandings of disability and challenge the individual model, the social model and cultural perspectives of disability, and show how 'impairment' and 'disability' interact in the lives of disabled people in Kuwait. The thesis argues that an appropriate model for understanding disability in Kuwait is rooted in a critical realist paradigm that views disability from multiple levels, including biological, medical, psychological, socio-cultural and socio-economic levels. The findings also explore the process of participatory research with the co- researchers. In relation to this, the findings highlight the issues of power relations, skills development and reciprocity, decision making processes, sharing the experiences, and the possibility of this research opening the door for further research and changing people's attitudes on disability.
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D'Alessio, Simona. "A critical analysis of the policy of integrazione scolastica from an inclusive education perspective : an ethnographic study of disability, discourse and policy making in two lower secondary schools in Italy." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020551/.

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Dupre, Marilyn E. "Social work education and disability: a multicase study of approaches to disability in core and specialized curricula in three Bachelor of Social Work programs." 2013. http://hdl.handle.net/1993/22183.

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The purpose of this study was to examine ideas about disability within social work education within three Bachelor of Social Work programs in Canada, and to identify and describe major perspectives and themes of disability. One important aspect of the study was to determine the extent to which critical disability studies perspectives were presented, explained, and discussed in the classroom within core social work theory courses, and specialized courses addressing disability. Three Bachelor of Social Work programs; St. Thomas University School of Social Work in New Brunswick, the Dalhousie School of Social Work in Nova Scotia, and the University of Manitoba Faculty of Social Work, Fort Garry Campus, were purposefully chosen for this multicase study based on a theoretical replication logic that predicted that social work education on disability within each of the schools would represent different points on a range of disability perspectives, as developed from the disability studies literature. Data collection and analysis included multiple methods, including a manifest content analysis of texts, a modified inductive analysis of transcriptions from interviews with key informants, and a critical discourse analysis of transcriptions from an audio-taped session of classes addressing disability in each case. Findings from the multicase study indicate that the original research suppositions were not supported. Based on the analysis of texts and interviews, the approach to disability followed by each Bachelor of Social Work program was found to incorporate a broad range of disability theory, particularly social pathology and critical disability perspectives. However, there was little evidence of classroom discussion and use of social work practice approaches supporting these perspectives. It was argued in the literature review to the study that anti-oppressive social work approaches, such as structural social work, were congruent with critical disability perspectives, but that there is also a need for an “infused” approach to integrating disability content into core curriculum. In conclusion, I also suggest that the Canadian Association for Social Work Education has an important leadership role to play in providing specific recommendations for disability inclusion in social work education.
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Books on the topic "Critical disability perspectives"

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Jones, Melinda, and Marcia H. Rioux. Critical perspectives on human rights and disability law. Leiden: Martinus Nijhoff Publishers, 2011.

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Ann, Basser Marks Lee, ed. Critical perspectives on human rights and disability law. Leiden: Martinus Nijhoff Publishers, 2011.

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Katherine, Runswick-Cole, ed. Approaching disability: Critical issues and perspectives. 2014.

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Disability and Sexual Health: Critical Psychological Perspectives. Taylor & Francis Group, 2018.

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Bezzina, Lara. Disability and Development in Burkina Faso: Critical Perspectives. Palgrave Macmillan, 2019.

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Jones, Melinda, Marcia H. Rioux, and Lee Ann Basser. Critical Perspectives on Human Rights and Disability Law. BRILL, 2011.

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Rioux, Marcia H., Lee Ann Basser, and Melinda Jones, eds. Critical Perspectives on Human Rights and Disability Law. Brill | Nijhoff, 2011. http://dx.doi.org/10.1163/ej.9789004189508.i-552.

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Castro, Dina C., and Alfredo J. Artiles, eds. Language, Learning, and Disability in the Education of Young Bilingual Children. Multilingual Matters, 2021. http://dx.doi.org/10.21832/castro1845.

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Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities.
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Gaventa, William, and Mary Lynn Dell. Spirituality, Ethics, and People with Intellectual Disabilities. Edited by John R. Peteet, Mary Lynn Dell, and Wai Lun Alan Fung. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190681968.003.0016.

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This chapter addresses the spirituality of people with intellectual disabilities with particular focus on those factors that are often critical to understanding their situations and perspectives when ethical topics or dilemmas arise in their mental health care. Basic information on disability and spirituality is provided. Principlism and ethics of care are discussed because these ethical theories are especially suited to enlighten ethical thinking and decision making regarding those with disabilities. Common ways in which spirituality plays out in the lives of people with disabilities are considered. Throughout the chapter, the importance of family and other caregivers is highlighted. Suggestions for mental health providers are offered, and references for additional reading and study are provided.
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Banner, Olivia, Nathan Carlin, and Thomas R. Cole, eds. Teaching Health Humanities. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190636890.001.0001.

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Teaching Health Humanities expands our understanding of what health humanities teaching currently does and what it could do. Its contributors describe the variety of degree programs where they teach, the politics and perspectives that inform how they teach, and methods for incorporating newer digital and multimodal technologies into their teaching practices. Each individual chapter lays out the theory that drives contributors’ teaching, then describes how it happens in practice at the broad level of such matters as syllabus design and at the finer level of lesson plans, class exercises, and/or textual analyses. In the middle section, contributors focus on how they integrate critical race, feminist, queer, disability, class, and age studies in their courses, with essays that exemplify intersectional approaches to these axes of difference and oppression. The last section includes chapters that illuminate how to teach about digital technologies to reveal the often obscured politics in their design, as well as descriptions of courses that bridge bioethics and music, medical humanities and podcasts, health humanities filmmaking, and visual arts in end-of-life care.
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Book chapters on the topic "Critical disability perspectives"

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Coomer, M. Nickie, Margaret R. Beneke, and Carlyn Mueller. "Disability." In The Palgrave Encyclopedia of Critical Perspectives on Mental Health, 1–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-12852-4_81-1.

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Winters, Jim. "Intellectual Disability and Hate Crime." In Critical Perspectives on Hate Crime, 233–42. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-52667-0_12.

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Steele, Linda. "Sterilisation, disability and well-being." In Critical Perspectives on Coercive Interventions, 149–63. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Routledge frontiers of criminal justice ; 55: Routledge, 2018. http://dx.doi.org/10.4324/9781315158693-13.

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Hall, Karen, and Shane Gorman. "Hate Crime: An Activist Physical Disability Perspective." In Critical Perspectives on Hate Crime, 243–51. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-52667-0_13.

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Grech, Shaun. "Disability, Childhood and Poverty: Critical Perspectives on Guatemala." In Disabled Children's Childhood Studies, 89–104. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137008220_8.

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Spivakovsky, Claire. "The impossibilities of ‘bearing witness’ to the violence of coercive interventions in the disability sector." In Critical Perspectives on Coercive Interventions, 97–113. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Routledge frontiers of criminal justice ; 55: Routledge, 2018. http://dx.doi.org/10.4324/9781315158693-9.

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Arstein-Kerslake, Anna. "Personhood: Perspectives from Critical Feminist, Disability and Queer Studies." In Legal Capacity & Gender, 29–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63493-3_2.

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Vasanthi, Nimushakavi. "The Right to Work for Persons with Disability in India: A Critical Disability Theory Perspective." In Disability Studies in India, 243–59. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2616-9_14.

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"Critical perspectives on disability and childhood." In Approaching Disability, 37–46. Routledge, 2014. http://dx.doi.org/10.4324/9781315765464-3.

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"Critical perspectives on disability and culture." In Approaching Disability, 47–66. Routledge, 2014. http://dx.doi.org/10.4324/9781315765464-4.

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