Journal articles: '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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Driedger, Diane. "Review of Approaching Disability by Mallett & Runswick-Cole." Canadian Journal of Disability Studies 4, no. 3 (October 19, 2015): 142. http://dx.doi.org/10.15353/cjds.v4i3.236.

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Approaching Disability: Critical Issues and Perspectives, by Rachel Mallett and Katherine Runswick-Cole, is meant to be an introductory text for disability studies at the undergraduate and graduate studies levels, and for disabled people and scholars in general.

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Quirici, Marion. "15Disability Studies." Year's Work in Critical and Cultural Theory 27, no. 1 (2019): 282–302. http://dx.doi.org/10.1093/ywcct/mbz015.

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Abstract This chapter reviews three books published in 2018 centering on disability and resistance. It is organized into five sections. The first, ‘Resistance, Disability, and Democracy’, summarizes debates about the political obligations of disability studies, and outlines how disability justice is replacing the former emphasis on rights. The second section, ‘Academic Perspectives’, reviews the provocative collection Manifestos for the Future of Critical Disability Studies, volume 1, identifying areas of contention and raising questions about the field’s current direction. The third section, ‘Activist Perspectives’, reviews Alice Wong’s collection Resistance and Hope: Essays by Disabled People. The fourth section, ‘Beyond Identity’, reviews Robert McRuer’s Crip Times: Disability, Globalization, and Resistance. The concluding section, ‘An Abbreviated Manifesto’, asserts the vital role of disability justice in establishing alternatives to neoliberalism, resisting tyranny, and achieving democracy.

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Goodley, Dan. "Challenging Transhumanism." Balkan Journal of Philosophy 12, no. 1 (2020): 5–16. http://dx.doi.org/10.5840/bjp20201212.

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This paper cautiously ponders the offerings of transhumanism. We begin the paper by introducing the transhumanist movement and related transdisciplinary thinking before giving space to the emergence of critical disability studies. We argue that the latter field has the potential to ground a critical and reflexive analysis of transhumanism– not least through a consideration of the contributions of posthuman and green disability studies. Drawing on these two perspectives, two specific areas of transhuman contemplation are offered. First, we consider (in the section titled, ‘The Ban on Straws: Disability prosthetics and the complication of eco-politics’) the relationship between disability advocacy politics and the potential ableism present in popular eco-political discourse. Second, we explore mainstreaming assistive technologies and e-waste collateral. These analytical thematics highlight the complexities of a critical transhuman disability studies, not least, in relation to the clash of disability and green politics. We conclude the paper with some considerations for future theory and research that trouble an uncritical acceptance of transhumanism in the area of critical disability studies.

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Yu, Betty, and Laura Epstein. "Facilitating Critical Reflections About Disability Among Students in Speech-Language Pathology." Perspectives on Issues in Higher Education 14, no. 1 (June 2011): 11–20. http://dx.doi.org/10.1044/ihe14.1.11.

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Disability scholars argue that it is crucial for clinical professionals to critically examine the dominant and alternative discourses about disability, reflect on their own assumptions about disability, and contemplate the different roles they might take in relation to their patients. To date there are few studies examining how disability is conceptualized by speech-language pathologists (SLPs), or how those ideas affect their approach to working with persons with disabilities. The purpose of this study is to investigate whether shifts in the teaching approaches along medical, social, and experiential continua had an impact on how students in a Communicative Disorders course conceptualized the nature of developmental communicative disorders and the roles of the SLP in working with children with developmental communicative disorders. Reflective essays were collected and analyzed for 22 graduate and 38 undergraduate students in an introductory course on developmental communication disorders where different ways of thinking about disability were introduced over the course of a semester. The findings showed that most students at the start of the class held beliefs that were strongly aligned with the medical model of disability. It also showed that being introduced to different disability frameworks led them to reconceptualize both the notion of developmental communication disorders and SLP roles vis-à-vis children with communication disorders. Finally, the findings highlighted complexities and tensions involved in issues of disability in the clinical context. These results support the need for a systematic infusion and critical examination of disability perspectives in Communicative Disorders curricula.

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Kelly, Christine. "Building Bridges with Accessible Care: Disability Studies, Feminist Care Scholarship, and Beyond." Hypatia 28, no. 4 (2013): 784–800. http://dx.doi.org/10.1111/j.1527-2001.2012.01310.x.

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This article uses elements of autoethnography to theorize an in/formal support relationship between a friend with a physical disability, who uses attendant services, and me. Through thinking about our particular “frien‐tendant” relationship, I find the common scholarly orientations toward “care” are inadequate. Starting from the conversations between feminist and disability perspectives on care, I build on previous work to further develop the theoretical framework ofaccessible care. Accessible care takes a critical, engaged approach that moves beyond understanding “accessibility” as merely concrete solutions to create more inclusive forms of care. Care, in this context, is positioned as an unstable tension among competing definitions, including that it is a complex form of oppression. Accessible care draws on feminist disability perspectives and the feminist political ethic of care to build bridges in four areas: from daily experiences of disability and support to theoretical discussions; across feminist care research and disability perspectives; across divisions and anxieties within disability communities; and from the local to transnational applications. These bridges do not aim to resolve debates but allow us to travel back and forth between differing perspectives and demonstrate the tenuous possibility of accessible practices and concepts of care.

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Slater, Jenny. "Youth for Sale: Using Critical Disability Perspectives to Examine the Embodiment of ‘Youth’." Societies 2, no. 3 (September 13, 2012): 195–209. http://dx.doi.org/10.3390/soc2030195.

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Dearden, Jackie, and Edward Sellman. "Approaching disability: critical issues and perspectives. By Rebecca Mallett and Katherine Runswick-Cole." British Journal of Educational Studies 63, no. 4 (October 2, 2015): 508–9. http://dx.doi.org/10.1080/00071005.2015.1104875.

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Dirth, Thomas P., and Glenn A. Adams. "Decolonial theory and disability studies: On the modernity/coloniality of ability." Journal of Social and Political Psychology 7, no. 1 (April 5, 2019): 260–89. http://dx.doi.org/10.5964/jspp.v7i1.762.

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This paper applies a decolonial approach to hegemonic psychological science by engaging marginalized knowledge perspectives of Disability Studies (DS) to reveal and disrupt oppressive knowledge formations associated with standard understandings of ability. In the first section of the paper, we draw upon mainstream DS scholarship to challenge individualistic orientations to disability (evident in the medical model and positive psychology perspectives) that pervade psychological science. The purpose of this approach is to normalize disability by thinking through disabled ways of being as viable and valuable. In the second section of the paper, we draw upon critical race and global disability perspectives to denaturalize hegemonic accounts of ability. Rather than essential properties of human bodies and minds, the capabilities of the modern subject reflect technological and ideological investments that enable a privileged few, while disabling the marginalized global majority. We conclude by discussing implications of decolonial theory for DS and ways in which considerations of disability subjectivity can inform the decolonial project.

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McGrath, Colleen, Debbie Laliberte Rudman, Barry Trentham, Jan Polgar, and Marlee M. Spafford. "Reshaping understandings of disability associated with age-related vision loss (ARVL): incorporating critical disability perspectives into research and practice." Disability and Rehabilitation 39, no. 19 (August 24, 2016): 1990–98. http://dx.doi.org/10.1080/09638288.2016.1212116.

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Ineese-Nash, Nicole. "Disability as a Colonial Construct: The Missing Discourse of Culture in Conceptualizations of Disabled Indigenous Children." Canadian Journal of Disability Studies 9, no. 3 (September 26, 2020): 28–51. http://dx.doi.org/10.15353/cjds.v9i3.645.

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This paper explores the concept of disability through a critical disability lens to understand how Indigenous ontologies are positioned within the dominant discourse of disabled peoples in Canada. This paper draws on the inherent knowledge of Indigenous (predominantly Anishinaabek) communities through an integration of story and relational understandings from Indigenous Elders, knowledge keepers, and community members. Indigenous perspectives paired with academic literature illustrate the dichotomous viewpoints that position Indigenous peoples, most often children, as ‘disabled’ within mainstream institutions, regardless of individual designation. Such positioning suggests that the label of disability is a colonial construct that conflicts with Indigenous perspectives of community membership and perpetuates assimilation practices which maintain colonial harm.

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Fritsch, Kelly, Aimi Hamraie, Mara Mills, and David Serlin. "Introduction to Special Section on Crip Technoscience." Catalyst: Feminism, Theory, Technoscience 5, no. 1 (April 1, 2019): 1–10. http://dx.doi.org/10.28968/cftt.v5i1.31998.

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This special section of Catalyst maps the central nodes of the emerging field of crip technoscience, which we situate at the intersection of feminist technoscience studies and critical disability studies. Crip technoscience marks areas of overlap between these fields as well as productive disciplinary and political tensions. Our section brings together critical perspectives on disability and science and technology in order to grapple with historical and contemporary debates related to digital and emerging technologies, treatments, risk, and practices of access, design, health, and enhancement.

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Barnes, Colin, and Geof Mercer. "Disability, work, and welfare." Work, Employment and Society 19, no. 3 (September 2005): 527–45. http://dx.doi.org/10.1177/0950017005055669.

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This article engages with debates relating to social policy and disabled people’s exclusion from the British labour market. Drawing on recent developments from within the disabled people’s movement, in particular, the concept of independent living and the social model of disability, and the associated disability studies literature, a critical evaluation of orthodox sociological theories of work, unemployment, and under-employment in relation to disabled people’s exclusion from the workplace is provided. It is argued that hitherto, analyses of work and disability have failed to address in sufficient depth or breadth the various social and environmental barriers that confront disabled people. It is suggested therefore that a reconfiguration of the meaning of work for disabled people - drawing on and commensurate with disabled people’s perspectives as expressed by the philosophy of independent living - and a social model analysis of their oppression is needed and long overdue.

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Terashima, Mikiko, and Kate Clark. "The Precarious Absence of Disability Perspectives in Planning Research." Urban Planning 6, no. 1 (February 24, 2021): 120–32. http://dx.doi.org/10.17645/up.v6i1.3612.

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One in five people in the world are said to have some type of disability. Disability is not merely individuals’ compromised capability in navigating the built environment, but rather the ‘misfit’ of capabilities with how a given living environment is organized. Planning, therefore, has a crucial role to play in responding to the needs of this significant population through changes to the built and social environment. However, discussion on planning theories and practices with a focus on persons with disability (PWD) has been limited to more specific realms of ‘design,’ and precariously absent in broader planning research. This systematic literature review aims to inform potential directions for planning scholarship by exploring the current and historic planning research investigating the needs of PWD. We compiled relevant papers from five prominent English language planning journals, some of which are long-standing (<em>Town Planning Review</em>, 1910–, <em>Journal of the American Planning Association</em>, 1935–). A very limited number of papers (n = 36) on topics related to PWD of any type have been published in the five journals throughout their existence, with even fewer focusing on the population. The subareas of planning these papers addressed include housing, transportation, land use, policy, and urban design. Many papers called for participation by PWD in the planning and decision-making processes, and some recent papers advocated for the production of evidence related to costs of creating accessible infrastructure. A critical look on some disciplinary divides and enhanced roles of planning research would be beneficial.

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Cologon, Kathy, Timothy Cologon, Zinnia Mevawalla, and Amanda Niland. "Generative listening: Using arts-based inquiry to investigate young children’s perspectives of inclusion, exclusion and disability." Journal of Early Childhood Research 17, no. 1 (December 17, 2018): 54–69. http://dx.doi.org/10.1177/1476718x18818206.

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While the importance of inclusive approaches to research has been identified, much childhood research is still done ‘to’ not ‘with’ young children, with research focusing on the experiences of children who experience disability commonly involving data from parents/families/practitioners, rather than from children themselves. In this article, we explore the development of an arts-based research project involving young children who experience disability as active participants in an exploration of their perspectives on inclusive education. Accordingly, we ruminate on questions about how we can genuinely ‘listen’ to children who experience disability in an aesthetic and ethical manner, and how we can use artistic ways of knowing to engage in meaning-making with children. Using arts-based research as an aesthetic framework alongside insights from critical pedagogy as a theoretical framework, we explore ‘aesthetic’ approaches to being, teaching, researching and knowing. As a team of researchers who do and do not experience disability, we share reflections on arts-based methodologies informed by critical approaches to conceptualising disability and research. As artistic modes of expression are central to young children’s everyday lives and play and can create enjoyable and safe communicative spaces, we share dialogues, artwork and methodological reflections on opportunities for children to choose ways of interacting and communicating, allowing possibilities for agency, expression and creativity. Specifically, we conceptualise and concentrate on possibilities for using arts to foster ‘listening’, meaning-making and generative or transformative praxis, in order to explore how arts-based research can be a powerful, authentic, ethical and meaningful provocateur for listening ‘generatively’ to young children who experience disability in research.

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Worthy, Jo, Anne Daly-Lesch, Susan Tily, Vickie Godfrey, and Cori Salmerón. "A Critical Evaluation of Dyslexia Information on the Internet." Journal of Literacy Research 53, no. 1 (January 23, 2021): 5–28. http://dx.doi.org/10.1177/1086296x20986921.

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The internet is a common source of information for parents, educators, and the general public. However, researchers who analyze the quality of internet sources have found they often contain inaccurate and misleading information. Here, we present an analysis of dyslexia on the internet. Employing disability studies in education (DSE), disability critical race studies (DisCrit), and Bakhtin’s construct of ideological becoming, we examined the credibility of sources, the quality of information, and the discourse in which the information is presented. We found the majority of webpages do not meet basic source credibility criteria, much of the content contradicts or is unsupported by research, and most pages convey information in an authoritative discourse, making it seem irreproachable. Building on the findings, we offer criteria for evaluating dyslexia information and suggestions for research and practice. We focus on the need for less divisive, more collaborative dialogue, along with research among stakeholders with multiple perspectives.

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Beneke, Margaret R. "Investigating Young Children’s Conceptualizations of Disability and Race: An Intersectional, Multiplane Critique." Educational Researcher 50, no. 2 (February 2, 2021): 97–104. http://dx.doi.org/10.3102/0013189x21992029.

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Education researchers have extensively documented young children’s capacity to exhibit “bias” in relation to disability or race. By and large, data generation has focused on children’s awareness and attitudes about disability or race, rather than how interactions and structures construct and reinforce them. Bridging disability critical race theory (DisCrit) and sociocultural perspectives, this essay proposes the need for intersectional, multiplane qualitative data generation in studying young children’s disability and race conceptualizations to account for the ways intersecting, oppressive ideologies are perpetuated in young children’s worlds. In this essay, I briefly describe and critique extant data generation practices, concluding with possibilities for future investigations.

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Jones, Jennifer L. "Factors Associated With Self-Concept: Adolescents With Intellectual and Development Disabilities Share their Perspectives." Intellectual and Developmental Disabilities 50, no. 1 (February 1, 2012): 31–40. http://dx.doi.org/10.1352/1934-9556-50.1.31.

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Abstract How one perceives the self is critical to long-term development. The purpose of this study was to explore the self-perceptions of adolescents with intellectual and developmental disabilities. Participants included 51 adolescents with intellectual and developmental disabilities, their parents (n = 50), and teachers (n = 12). A mixed-methods design was used. Qualitative interviews revealed that although 55% of participants self-identified as having a disability, there was a lack of constructive or affirmative language used to describe disability. Overall, adolescents' understanding of disability appeared to be grounded in a deficit model. Quantitative analyses were used to explore demographic variables, adolescent' perception of parent support, and self-determination as possible predictors of global self-worth and social acceptance. Results indicate that family income and parent support are particularly salient for this population.

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Brien, Jackie. "How Can the Right of Young Children with Disability to be Heard be Enacted within the Policy Constructs of Participant Choice and Control?" International Journal of Children’s Rights 26, no. 3 (August 6, 2018): 423–45. http://dx.doi.org/10.1163/15718182-02603001.

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This comprehensive literature review provides a critical examination of the concepts inherent in Australia’s National Disability Insurance Scheme, participant choice and control. These concepts are explored in relation to enacting the child’s right to be heard, as outlined in the United Nations Convention on the Rights of the Child and the United Nations Convention on the Rights of Persons with Disabilities.Enacting this right is found to be dependent on the image of young children with disability, acknowledging children’s citizenship rights and balancing these with perspectives regarding the need for protection and the child’s place in family and community. The social-relational model of disability is helpful in understanding how the enactment of the right to be heard may be supported. Parents and early childhood professionals who are sensitive to the child’s perspective may take the role as social mediators of child voice, choice and control, along with practices supporting children’s evolving capacities to enact their own rights and aspirations.

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Luecking, Richard G. "Employer Perspectives on Hiring and Accommodating Youth in Transition." Journal of Special Education Technology 18, no. 4 (September 2003): 65–72. http://dx.doi.org/10.1177/016264340301800406.

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Work-based experiences are critical educational adjuncts for the career development of youth with disabilities. Such experiences are dependent on willing and available employers. This article examines effective workplace supports and accommodations and relates them to employer perspectives of bringing youth with disabilities into the workplace. Employment supports, including assistive technology, that may be required by youth with disabilities are also examined in relation to typical internal company human resource management practices. A review of the literature and two case study illustrations strongly suggest that employer attitudes toward disability are less significant when deciding to bring youth into the workplace than are other factors, notably the identification of workplace supports, accommodations, and interventions that also contribute to improvement of companies' operational and organizational processes. Combining special education and disability employment interventions with typical company human resource interventions can facilitate the achievement of a more accessible workplace for youth with disabilities. Implications for education and transition programs are discussed.

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Thompson, James R., and Virginia L. Walker. "Introduction to the Special Issue: Educating People With Intellectual Disability and Related Developmental Disability." Intellectual and Developmental Disabilities 56, no. 6 (December 1, 2018): 393–95. http://dx.doi.org/10.1352/1934-9556-56.6.393.

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Abstract This special issue on educating children and adults with intellectual disability and related developmental disabilities (IDD) highlights critical developments in theory, research, and practice related to teaching, learning, and schooling. The six articles in this issue focus on (a) how social-ecological understanding of disability and the supports paradigm can be applied in educational settings and activities; (b) core practices, dispositions, and orientations needed by educators of students with extensive support needs; (c) the roles and responsibilities of professionals from different disciplines in educating secondary-age students with complex health care needs in general education classrooms; (d) experimental findings related to the efficacy of an approach to teaching academic skills that are simultaneously aligned with standards from the general education curriculum as well as functional skills; (e) predictors of inclusive course enrollments at institutions of higher education that offer programs for students with intellectual disability (ID); and (f) international perspectives on the challenges and benefits associated with establishing inclusive school communities.

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McGrath, Colleen, and Debbie Laliberte Rudman. "Using Participant Observation to Enable Critical Understandings of Disability in Later Life: An Illustration Conducted With Older Adults With Low Vision." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691989129. http://dx.doi.org/10.1177/1609406919891292.

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Research with older adults aging with vision loss has typically been informed by a biomedical theoretical framework. With a growing focus, however, on critical disability perspectives, which locates disability within the environment, new methods of data collection, such as participant observation, are needed. This article, which reports on the findings from a critical ethnographic study conducted with older adults with age-related vision loss (ARVL), aims to share those insights gained through participant observation and to demonstrate the utility of this method. Three insights were gained including the adaptive strategies tacitly employed to navigate the physical environment, a grounded understanding of social interactions that transpire in everyday contexts, and negating the presence of older adults with ARVL when accompanied by a perceived caregiver. The study findings unpack how participant observation can be used to understand social constructions of disability and gain a holistic understanding of environmental influences on the disability experience of older adults with ARVL.

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Acevedo Espinal, Sara M. "“Effective Schooling” in the Age of Capital: Critical Insights from Advocacy Anthropology, Anthropology of Education, and Critical Disability Studies." Canadian Journal of Disability Studies 9, no. 5 (December 20, 2020): 265–301. http://dx.doi.org/10.15353/cjds.v9i5.698.

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This paper argues that the ideological and material reproduction of “effective schooling” in the Age of Capital functions to normalize and perpetuate the unequal social relations and oppressive dynamics that characterize free market economies and their accompanying political and cultural practices in the historical and educational context of the United States of America. I argue that the intersection of three perspectives furthers the work of scholars grounded in the various disciplines—advocacy anthropology, the anthropology of education, and the mutual engagement of anthropology and critical disability studies—and demonstrates that a multi-inter- transdisciplinary lens is essential for deepening an understanding of the discourses as well as the concrete practices that push ‘disorderly’ student subjects into precarious circumstances that threaten their physical, emotional, and psychological integrity.

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Kinkaid, Eden. "Re-encountering Lefebvre: Toward a critical phenomenology of social space." Environment and Planning D: Society and Space 38, no. 1 (June 4, 2019): 167–86. http://dx.doi.org/10.1177/0263775819854765.

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In this article, I present a critical phenomenological reworking of Lefebvre’s theory of social space from the perspective of minority subjects. To do so, I identify phenomenological themes present in The Production of Space, reading it alongside Merleau-Ponty’s Phenomenology of Perception. This reading emphasizes Lefebvre and Merleau-Ponty’s shared critiques of space, their relational ontologies, and their emphasis on bodily practice. With these shared concerns in view, I then extend this phenomenological reading of Production by bringing it into conversation with scholarship in critical phenomenology. Critical phenomenology has developed largely out of the work of Merleau-Ponty and seeks to revise classical phenomenological accounts to attend to issues of race, gender, sexuality, disability, and other categories of social difference. I demonstrate how critical phenomenology can be brought to bear on Lefebvre’s account of social space and the subject, considering how it can concretize and actualize the political potential Lefebvre attaches to differential embodiment in Production. Bringing these perspectives to bear on Lefebvre’s conception, I argue, does important work to actualize his vision of differential embodiment as a political and spatial practice.

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Chadwick, Dawn, and Coral Kemp. "Critical Factors of Successful Transition to Mainstream Kindergarten for Children with Disabilities." Australasian Journal of Special Education 26, no. 1-2 (2002): 48–66. http://dx.doi.org/10.1017/s1030011200024945.

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This study investigated the transition of 314 children with disabilities to mainstream kindergarten classes in state schools in New South Wales from the perspectives of parents, sending service providers and receiving teachers. Results indicated that the majority of parents and kindergarten teachers considered the transition and early integration to have been successful, regardless of the child’s disability or the severity of the disability. The factors that related positively and significantly to teacher perception of successful integration were (a) receiving school attitude and school community acceptance of the integrated child, (b) receiving teacher perception of the adequacy of the support received, (c) preparation of the child for the mainstream school placement, specifically classroom skills and self-help skills, (d) preparation of parents of other children in the class, and (e) receiving teacher perception of the value of liaising with parents. The implications of this research for planning and programming for transition to school for young children with disabilities are discussed.

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Meacham, Hannah, Jillian Cavanagh, Timothy Bartram, Patricia Pariona-Cabrera, and Amie Shaw. "Workplace health promotion interventions for Australian workers with intellectual disability." Health Promotion International 36, no. 2 (February 22, 2021): 321–33. http://dx.doi.org/10.1093/heapro/daaa129.

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Summary Workplace health promotion (WHP) and the general wellbeing of workers in the Australian workforce should be a priority for all management. Our study argues that management support for workers with an intellectual disability (WWID) can make a difference to their health promotion and ultimately their participation in the workforce. We adopt a qualitative approach, through semi-structured interviews with 22 managers, across various organizations, to examine their perspectives around the WHP of WWID. We integrate the key values of WHP; rights for health, empowerment for health and participation for health (Spencer, Corbin and Miedema, Sustainable development goals for health promotion: a critical frame analysis, Health Promot Int 2019;34:847–58) into the four phases of WHP interventions; needs assessment, planning, implementation and evaluation (Bortz and Döring, Research Methods and Evaluation for Human and Social Scientists, Heidelberg: Springer, 2006) and examine management perspectives (setting-based approach) on WHP of WWID. Where this integration had taken place, we found some evidence of managers adopting more flexible, innovative and creative approaches to supporting the health promotion of WWID. This integration seemed to drive continuous improvement for WWID health promotion at the workplace. We also found evidence that some organizations, such an exemplar film company, even over deliver in terms of supporting WWID needs by encouraging their capabilities in film making interventions, whilst others are more direct in their support by matching skills to routine jobs. Our approach demonstrates that incorporating key WHP values into the four-phase WHP framework is critical for the effective health promotion of WWID.

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Slater, Jen, and Kirsty Liddiard. "Why Disability Studies Scholars Must Challenge Transmisogyny and Transphobia." Canadian Journal of Disability Studies 7, no. 2 (July 5, 2018): 83–93. http://dx.doi.org/10.15353/cjds.v7i2.424.

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We argue the need for coalition between trans and disability studies and activism, and that Disability Studies gives us the tools for this task. Our argument rests upon six facets. First and foremost, we explicitly acknowledge the existence of trans disabled people, arguing that Disability Studies must recognise the diversity of disabled people’s lives. Second, we consider how the homogenisation of womanhood, too often employed in transmisogonist arguments particularly when coming from those claiming to be feminists, harm both non-disabled trans women and cis disabled women. This leads to our third point, that Feminist Disability studies must be anti-reductive, exploring how gendered experiences rest upon other social positions (disability, queerness, race etc.) Fourth, we reflect upon the ways in which Disability Studies and feminism share a struggle for bodily autonomy, and that this should include trans people’s bodily autonomy. Finally, we argue that Trans and Disability Studies and activism share complex and critical relationships with medicine, making Disability and Trans Studies useful allies in the fight for better universal health care. We conclude by calling for our colleagues in Disability Studies to challenge transmisogony and transphobia and that transphobia is not compatible with Disability Studies perspectives.

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Love, Hailey R., and Margaret R. Beneke. "Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood." Topics in Early Childhood Special Education 41, no. 1 (February 18, 2021): 31–44. http://dx.doi.org/10.1177/0271121421990833.

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Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

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Shurr, Jordan, and Aleksandra Hollingshead. "Diversity, Severe Disability, and Family: A Systematic Review of the Literature." Research and Practice for Persons with Severe Disabilities 42, no. 4 (September 16, 2017): 259–72. http://dx.doi.org/10.1177/1540796917728491.

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Understanding family challenges and perspectives are critical to effective programming and services for individuals with severe disabilities. Equally central, yet often overlooked, is the relationship between family challenges and diversity. This systematic review examined a set of peer reviewed literature published between 2002-2015 at the intersection of diversity, severe disability, and family for the purpose of identifying the foci, subjects, and research methods of such studies. Results indicated a bias toward studies on the impact of disability on the family, as well as disability beliefs and behaviors. In addition, a majority of articles reported mothers as the primary source of data and surveys as the primary method of data collection. Implications of the findings and directions for future research are explored.

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Kumaran, Maha, and Leanne Templeton. "Diversity in Public Library Boards: Perspectives of Board Members." Partnership: The Canadian Journal of Library and Information Practice and Research 15, no. 2 (December 14, 2020): 1–27. http://dx.doi.org/10.21083/partnership.v15i2.5411.

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The initial aim of this study was to learn if there was any diversity in ethnicity, sexual orientation, gender, or disability among public library board members. Through participant interviews, this study reports on member perceptions of diversity in the areas of member recruitment, qualifications, training, and length of term. Board members from four public libraries in Alberta and Saskatchewan were interviewed and the results were analyzed through the framework of critical race theory (CRT). Findings suggest that library boards lack diversity, particularly in finding, recruiting, and training members who are truly representative of their community. Cultural sensitivity and cross-cultural training are important for board members to connect with their communities.

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Spagnuolo, Natalie, Yahya El-Lahib, and Kaltrina Kusari. "Participatory training in disability and migration: mobilizing community capacities for advocacy." Qualitative Research 20, no. 2 (February 19, 2019): 213–28. http://dx.doi.org/10.1177/1468794119830076.

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This article offers methodological and theoretical reflections on a recent community-research partnership and participatory training program that was designed with the goal of improving the settlement experiences of migrants with disabilities living in Canada. Anchored in critical theoretical and anticolonial studies and offering intersectional perspectives on forms of oppression experienced by migrants with disabilities, our training program represents a collaborative form of knowledge production with transformative potential for front-line workers and organizers. In this article, we begin the reflective process by unpacking our approach to participatory training, explicating our theoretical assumptions, and linking our values and theories to praxis.

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Chaney, Paul. "Critical Perspectives on Human Rights and Disability Law - Edited by Marcia Rioux, Lee Ann Basser & Melinda Jones." Journal of Research in Special Educational Needs 12, no. 2 (April 2012): 124–26. http://dx.doi.org/10.1111/j.1471-3802.2012.01236_2.x.

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Skarstad, Kjersti. "Marcia H. Rioux, Lee Ann Basser and Melinda Jones (eds): Critical Perspectives on Human Rights and Disability Law." Nordic Journal of Human Rights 30, no. 01 (June 21, 2012): 107–9. http://dx.doi.org/10.18261/issn1891-814x-2012-01-06.

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Baril, Alexandre, and Catriona Leblanc. "Needing to Acquire a Physical Impairment/Disability: (Re)Thinking the Connections between Trans and Disability Studies through Transability." Hypatia 30, no. 1 (2015): 30–48. http://dx.doi.org/10.1111/hypa.12113.

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This article discusses the acquisition of a physical impairment/disability through voluntary body modification, or transability. From the perspectives of critical genealogy and feminist intersectional analysis, the article considers the ability and cis*/trans* axes in order to question the boundaries between trans and transabled experience and examines two assumptions impeding the conceptualization of their placement on the same continuum: 1) trans studies assumes an able‐bodied trans identity and able‐bodied trans subject of analysis; and 2) disability studies assumes a cis* disabled identity. The perception of transsexuality and transability as mutually exclusive phenomena results from a nonintersectional analysis of transsexuality as an issue of sex/gender, but not of ability, and of transability as an issue of ability, but not of sex/gender. Difficulty recognizing continuities between these phenomena thus stems from an ableist interpretation of sex/gender and a cis(gender)normative* interpretation of ability. This article aims to: 1) enrich intersectional analysis in trans and disability studies and transability scholarship; 2) complicate disability studies, in which disabilities are often presumed to be “involuntary,” and encourage the decentering of a cis* subject; 3) encourage trans studies to decenter an able‐bodied subject; and 4) advocate for increased dialogue and the creation of alliances between trans and disability studies and movements.

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Watchman, Karen, Kate Mattheys, Andrew Doyle, Louise Boustead, and Orlando Rincones. "Revisiting Photovoice: Perceptions of Dementia Among Researchers With Intellectual Disability." Qualitative Health Research 30, no. 7 (February 13, 2020): 1019–32. http://dx.doi.org/10.1177/1049732319901127.

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There is limited global evidence exploring perceptions of dementia among people with intellectual disabilities. This article presents findings from the first known study where an inclusive research team, including members with intellectual disability, used photovoice methodology to visually represent views of people with intellectual disabilities and dementia. Drawing on Freire’s empowerment pedagogy, the study aims were consistent with global photovoice aims: enabling people to visually record critical dialogue about dementia through photography and social change. We investigated the benefits and challenges of photovoice methodology with this population and sought to identify perspectives of dementia from people with intellectual disabilities. Data collected identified issues such as peers “disappearing” and the importance of maintaining friendship as dementia progressed. Although reaching policymakers is a key aim of photovoice, this may not always be achievable, suggesting that revisiting Freire’s original methodological aims may lead to improved outcomes in co-produced research with marginalized groups.

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Lax, Michael B. "Occupational Medicine: Toward a Worker/Patient Empowerment Approach to Occupational Illness." International Journal of Health Services 32, no. 3 (July 2002): 515–49. http://dx.doi.org/10.2190/mqpa-30w3-m4yy-tlbd.

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Clinicians practicing occupational medicine are increasingly confronted with patients who have complex illnesses with chronic nonspecific symptoms. Most clinicians use the traditional tools of biomedicine to diagnose and treat the illness, determine etiology, and assess disability. This article argues that the biomedical approach is inadequate to effectively evaluate and treat occupational illness. After reviewing several critiques of biomedicine, including biopsychosocial, feminist, class, and critical theory/postmodern perspectives, the author offers an alternative approach that builds on aspects of these perspectives as well as the “popular education” work of Paulo Freire. Constraints on, and possibilities for, the development of an alternative approach that attempts to build patients' capacities for transformative action are explored.

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Rowe, Morgan. "Review: Rioux, Marcia H., Lee Ann Basser and Melinda Jones, Eds. Critical Perspectives on Human Rights and Disability Law." Canadian Journal of Disability Studies 1, no. 3 (August 30, 2012): 175. http://dx.doi.org/10.15353/cjds.v1i3.63.

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D'Amico, Domenico, Alberto Raggi, Licia Grazzi, and Giorgio Lambru. "Disability, Quality of Life, and Socioeconomic Burden of Cluster Headache: A Critical Review of Current Evidence and Future Perspectives." Headache: The Journal of Head and Face Pain 60, no. 4 (April 2020): 809–18. http://dx.doi.org/10.1111/head.13784.

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Kanost, Laura. "Disability in Spanish-speaking and US Chicano Contexts: Critical and Artistic Perspectives ed. by Dawn Slack, Karen L. Rauch." Hispania 103, no. 3 (2020): 432–33. http://dx.doi.org/10.1353/hpn.2020.0076.

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Ferguson, Jessica J., and Nancy L. I. Spencer. "“A Really Strong Bond”: Coaches in Women Athletes’ Experiences of Inclusion in Parasport." International Sport Coaching Journal 8, no. 3 (September 1, 2021): 283–92. http://dx.doi.org/10.1123/iscj.2020-0052.

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Women within parasport experience discrimination due to marginalization associated with gender and disability. In this study, the authors gain the insights of women parasport athletes about the affordances and constraints to inclusion with an emphasis on the role of coaches, using an ecological approach. Guided by qualitative description, the authors conducted individual and focus group interviews with ten women experiencing disability to explore their experiences and perspectives of inclusion in parasport. Two primary themes were identified: (a) within parasport and (b) beyond parasport, emphasizing the critical role of relationships with coaches and athletes to experiences of inclusion. The discussion highlights the multilevel influences and specific barriers that challenge inclusion, such as few numbers of women athletes, the need for coach expertise, and co-ed playing environments. In doing so, the authors also offer specific recommendations for coaching in women’s parasport.

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Paviotti, Gigliola, Ilaria D’Angelo, Simone Aparecida Capellini, and Catia Giaconi. "Inclusion in university contexts and the role of internships in the education of students with disabilities: Critical issues, perspectives and good practices." EDUCATION SCIENCES AND SOCIETY, no. 1 (June 2021): 197–218. http://dx.doi.org/10.3280/ess1-2021oa11912.

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The topic of university inclusion is today at the centre of the international and national debate. The reasons are related to a significant increase in the number of students with disabilities enrolled in university, as shown by the first report "Disability, Dsa and access to university education", presented these days by ANVUR (Italian National Agency for the Evaluation of the University system and Research) and CNUDD (National Conference of University Delegates for Disability). From this report, several steps forward for the inclusion of university students emerge, but also several critical dimensions that still require the attention of research and academic policies. This article will examine this issue and focus on exploring one of the critical nodes of university inclusion, namely the role of internships in the educational experience of students with disabilities and in their life project. A growing literature has explored their academic experience; on the contrary, there is little research to date that explores the issues and challenges of a central aspect of the higher education and training pathway, namely internships. Completing the study pathway in higher education is identified as a factor that can impact increasing the social and employment inclusion of people with disabilities (Union of Equality Strategy for the Rights of Persons with Disabilities) and consequent improvement of levels of Quality of Life (Giaconi, 2015). However, one of the main obstacles to obtaining a qualification is the accessibility of internships. This article addresses the meaning and implications of internships for competences' building and insertion into the labour market of disabled graduates. Therefore, it explores the state of play of research, identifies the most critical issues, and reports about the running debate in the field.

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Journal articles on the topic 'Critical disability perspectives'

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