Academic literature on the topic 'Disability narrative'

After a decade of working in disability studies, I still find myself surprised by the presence of disability in narratives I had never considered to be “about” disability—in animated films from Dumbo to Finding Nemo; in literary texts from Huckleberry Finn to Joan Didion's Play It As It Lays; and, most curiously, even in the world of science fiction and superheroes, a world that turns out to be populated by blind Daredevils, mutant supercrips, and posthuman cyborgs of all kinds. Indeed, I now consider it plausible that the genre of science fiction is as obsessed with disability as it is with space travel and alien contact. Sometimes disability is simply underrecognized in familiar sci-fi narratives: ask Philip K. Dick fans about the importance of disability in Do Androids Dream of Electric Sheep? and you'll probably get blank stares. But the Voigt-Kampff empathy test by which the authorities distinguish humans from androids was, Dick tells us, actually developed after World War Terminus to identify “specials,” people neurologically damaged by radioactive fallout, so that the state could prevent them from reproducing. That aspect of the novel's complication of the human-android distinction is lost in the film Blade Runner, but the film does give us an engineer with a disability that involves premature aging, which links him intimately to the androids who have life spans of only four years.

Superheroes are often disabled, either literally or metaphorically. Their exceptional powers and abilities may be balanced by weakness in order to engender audience sympathy or identification, or to provide a source of narrative obstacles. Although superhero stories are not necessarily about disability, they have become one of the most accessible and popular formats in which disability is a consistently salient trope and integral part of the narrative machinery. The article argues that the use of disability in current superhero narratives, exemplified by the Marvel Cinematic Universe (MCU), is best understood through the theoretical lens of narrative prosthesis and ablenationalism. In the MCU, a core function of disability is to provide heroes with a yearning for normality and a desire to be productive members of a community. The interlinked narratives of the MCU effectively depict many of its protagonists as supercrips, framing disability as intrinsically linked to a heroic struggle to fit in with non-disabled society.

In their book, Exploring Disability Identity and Disability Rights through Narratives, Ravi Malhotra and Morgan Rowe show the importance of the in-depth narrative method in discerning the personal affects of oppression on the lives of disabled persons. Through the stories of the 12 disabled post-secondary students with physical impairments in their study, Malhotra and Rowe reveal the relationship between rights advocacy and personal identity.

Disability is an inescapable element of human existence and experience. Although it is rarely acknowledged as such, it is also a fundamental aspect of human diversity. It is so, first, in the sense that, worldwide, an enormous number of people are disabled. The proportion of disabled people in different national populations varies significantly with factors such as economic development, quality and availability of health care, and the age distribution of the population. (In the United States, people with disabilities make up the population's largest minority: Census 2000 found nearly twenty percent of the population over five years of age to be affected by some sort of disability [United States, Census Bureau].) Furthermore, because of the way this minority is constituted, it is arguably more diverse than those of race, gender, class, and sexual orientation. Disabilities may affect one's senses or one's mobility; they may be static or progressive, congenital or acquired, formal (affecting the shape of the body) or functional, visible or invisible.

Abstract This article examines the place of religion in the narratives of mothers of children with fragile X syndrome. In semistructured interviews, a majority of women combined narratives of religious practice with illness narratives, interpreting their children's disabilities within a religious framework. Informed by Arthur Frank's (1995) concept of “wounded storytellers,” the authors articulate a reconciliation narrative that mothers commonly used to describe their transition from viewing disability as a burden or challenge to seeing it as a blessing, or as a part of God's purpose or plan for their lives. The authors discuss the significance of narrative for better understanding religious perspectives on disability and conclude with the implications of these findings for practitioners and future research.

This article sheds light on the emergent advocacy technique of building policy counter-narratives by crowd-sourcing, organizing, and disseminating personal life stories online. Focusing on the case of disability rights groups in the United Kingdom, this article uses qualitative in-depth content analysis to examine 107 blog posts containing personal disability stories published in 2012–2013 by two anti-austerity groups. Although each of these groups managed its blogs differently, with one carefully curating stories and the other publishing crowd-sourced narratives without any form of editing, they generated virtually identical counter-narratives. These accounts challenged the dominant news narrative that presented disability welfare claimants as ‘cheats’ and ‘scroungers’. They did so by retaining the overarching structure of the dominant narrative – which functioned as the de facto coordinating mechanism for the crowd-sourced counter-narrative – and replacing its content with three alternative arguments drawn from personal life stories. The implications of this new advocacy technique for disabled people and other marginalized groups are discussed. This includes considerations about the development of a form of story-based advocacy that is both effective and respectful of the people who ‘lend’ their lived experiences for advocacy purposes. This article concludes by highlighting the need for research to investigate whether the new voices that emerge through these processes are ‘being heard’ and can successfully re-frame public discourse about sensitive policy issues.

What is deemed ‘good’ or ‘humane’ care often seems to be underpinned by a standard ideal of an able-bodied, autonomous human being, which not only underlies those ‘social and professional structures within which narratives and decisions regarding various impairments are held’ (Ho, 2008), but also co-shapes these structures. This paper aims to explore how a relational form of auto-ethnography can promote good care. Rather than being based on and focused toward this standard ideal, it challenges ‘humanity’ by showing how illness narratives, public discourse, and policy are framed by ethical questions. It illustrates how normative ideas dictate policy and public discourse. It critically questions this constitutive power by shifting attention to the lived experiences of people with chronic illness and disability. By highlighting and reflecting together on the first author’s life with a chronic illness and his son’s disability, and thereby framing the narrative, it will be argued that, in order to improve care practices, personal illness and disability narratives and the way they interlock with public narrative and auto-ethnographic methodologies should be investigated.

Thesis advisor: Richard Kearney
The pursuit of living a good and moral life has been a longstanding ideal of philosophy, an ideal that dates back to the writings of Plato, and more specifically, Aristotle. This ideal establishes that a good life as a happy and flourishing life is pursued by developing the right motives and the right character. And in order to live this life, one must, then, develop a virtuous character, i.e., be a virtuous person, who desires the good. Finally, in the pursuit of the good, one must not do so alone; rather, one should pursue the virtuous life with others, i.e., friends, because they enhance our ability to think and to act. This specific position which is taken up by Aristotelian virtue ethics, however, has recently come under scrutiny by certain studies in social psychology. Particularly, the concept of character has been discredited by empirical studies. Furthermore, the classic model of the virtuous person has assumed only persons with able-bodies. As a result of these two criticisms, Aristotelian virtue ethics has been discredited as a fantasy ethics available for only a few to achieve. The principle aim of this dissertation is to develop and defend an account of Aristotelian virtue ethics which is grounded in empirical psychology and enables people with disabilities to flourish as moral exemplars within a society. The value of virtue and character for ethical debate is imperative for human happiness within moral life. Instead of happiness being something an individual strives to acquire or feel, Aristotelian virtue ethicists have argued that true happiness is human flourishing. In other words, in order to be happy, humans should focus not just on what it is good to do, but also, and more importantly, focus on who it is good to be. To live a good life, then, it is necessary that one is a good person, or has a good character. Thus, to acquire virtues such as charity, benevolence, honesty, and generosity and to shun vices such as dishonesty, cruelty, or stinginess, is the task, Aristotelian virtue ethicists have argued, that leads to eudaimonia, i.e., human flourishing. The person who has acquired virtuous character traits, then, is the person who is most happy in life. However, the attempt to understand human happiness as a result of a virtuous character has become vulnerable to criticism from philosophical positions grounded in empirical psychology and disability theory. In light of the charge that virtue ethics is a fantasy ethics, many philosophers argue that Aristotelian virtue ethics should be abandoned because it is an ethics with little or no scientific basis. In my defense of Aristotelian virtue ethics, I first address the objection that Aristotelian virtue ethics is a "fantasy ethics" which has no grounding in empirical psychology, and thus, as a result, should not be used for moral theory. This objection has been put forth by certain "Situationist" philosophers, who cite psychological studies which demonstrate that the idea of a virtue as a "global character trait" is something that humans do not actually, or very rarely, possess. This objection to Aristotelian virtue ethics has dealt a devastating blow. In response to this objection, philosopher Nancy Snow has mounted a defense of Aristotelian virtue ethics which is grounded in empirical psychology. Snow's defense, though superficially appealing, has two intractable problems. I address the failure of her proposal in Chapter One: The Problem of Virtue as Social Intelligence. The first problem Snow faces concerns her use of CAPS as a method for virtue ethics to be used throughout life. I call this problem the longitudinality problem, which argues that Snow's proposal for the constancy of virtue for longer than a period of six weeks is overreaching. The second problem Snow faces concerns her reliance on virtue as social intelligence for the actual achievement of being virtuous in daily living. This problem turns on the empirical criteria for what makes a person capable of virtuous action and I call this problem the exclusivity problem, which excludes people with "Autism" form being virtuous. As an alternative to Snow's account, I begin my defense of Aristotelian virtue ethics by developing the following account of empirical virtue based on a narrative identity which desires and actively pursues the good in life-long striving. This moral desire is encouraged through the shared dialogue of virtuous caregiving, which enables a moral novice to flourish and grow into a moral expert. This pursuit of the good enables everyone to flourish and incorporates insights from disability, embodied cognition and social psychology. To accomplish this task, I begin with an examination of the first of two foundational components of character, i.e., the four processing levels of CAPS theory in Chapter Two: Moral Perception. Although CAPS theory provides a solid beginning for an account of virtue, it is not a sustainable theory throughout life. This theory of social-cognitive moral psychology needs to be supplemented by developmental moral psychology. CAPS theory also assumes the individual's perspective in the dynamic interaction between situation and character. It assumes a person's intentions, and this assumption of intentionality - desires, intentions, and beliefs - assumes a person's embodiment in that situation. In other words, CAPS theory assumes lived embodiment. In this chapter, I turn to the method of phenomenology used by both psychologists and philosophers of embodied cognition to account for the moral "interpretation of the situation" experienced by people with illness or impairment. As a complimentary to CAPS and the second foundational component for character, certain moral psychologists have argued for the narrative development of Event Representations for virtuous character. This development begins with the shared dialogue of the caregiver and dependent asking the dependent to recall events which have just occurred. In this practice, the caregiver's aim is to help the dependent form memories and incorporate those memories into the creation of a narrative identity. In Chapter Three: Representations of Moral Events, I extend the caring relation to this practice of shared dialogue to incorporate certain forms of intellectual disability, such as "Autism" and Alzheimer's disease. To accomplish this, I incorporate the roles of narrative and trust in order to construct the relation of dependency and interdependency as trusting co-authorship rather than reciprocal capability. After establishing the importance of the caregiver in the development of one's narrative identity, I employ the life narrative longitudinal psychological approach to moral development as a structure for the moral event representations and schemas guided by the caregiver. Finally, I argue that the co-authorship of one's life story animates one's moral desire for the good and as a result, leads to the development of interdependent virtues. In Chapter Four: Moral Self-Coherence through Personal Strivings, I examine the importance of personal strivings for a sense of lived self-coherence for character over time. My argument is that our personal strivings are unified by the life story which animates and directs those strivings throughout our lives. Although our personal strivings may be altered or deterred due to life transitions including accident, illness, and "disabling injury," they still retain a sense of unity through our overarching life story. It is this narrative which gives unity to both our psychological intentions and bodily intentions, even when they are experienced as a phenomenally lived dualism due to illness, stroke, or impairment. In order to make my argument, I examine ten case studies from medical patients. I argue that our personal strivings toward the good guide our growth of character from a moral novice to become a moral expert. In Chapter Five: Flourishing Bodies, I develop an empirically grounded model of a virtuous character which begins with interdependent virtues and eventually grows into independent virtues. To do this, I draw on the two foundational components of character: CAPS theory and event representations. From the caring relation and shared dialogue of the caregiver, an individual begins to develop basic moral schemas, tasks, and scripts. This is when the individual is a moral novice. As the novice pursues excellences in these practices, the novice grows into a moral expert according to those virtues and becomes virtuously independent. The moral expert, unlike the moral novice, executes virtuous action with ease. Having acquired skills of virtue and knowledge, the moral expert knows the right thing to do at the right time and does so with the right reasons. MacIntyre, however, acknowledged the limit of ethics and turned to politics to address specific needs for people with disabilities such as care, financial support, educational support, and political proxy. The purpose of the final chapter, The Virtue-Oriented Politics of Interdependence, is to follow MacIntyre's endeavor and to propose a virtue-oriented politics of interdependence as an initial solution. First, I examine the various forms of oppression facing people with disabilities in society. In order to address these forms of oppression for people with disabilities, I argue that a shift in the central component of a political framework is needed. Instead of focusing on distribution or recognition, one should focus on education in the broad sense. In conclusion of my dissertation, The Fragility of Virtue, I provide a perspective of our human condition that is a vulnerable one. In this final section, I discuss the role of our collective vulnerability and the fragility of human goodness with regard to illness and impairment. And that our interdependence is strengthened through the virtue of friendship. I finish with a proposal of the role of sacrifice as a way to reconcile the pursuit of a flourishing life in the face of our own fragility
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Philosophy

Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: This thesis examines depictions of disability in selected African films, novels and memoirs. Central to the thesis is the concept of narrative enablement, which is discussed as a property that texts have for enabling the recognition of disability by the reader or viewer. In the thesis, I investigate the ways in which narrative enablement manifests in the texts. The motivation for the study comes from the recognition of several trends in current literary disability studies. Firstly, the study attempts to expand the theoretical base of current literary disability studies, which consists of ideas formed from a narrow epistemic archive. Similarly, the study also recognises that scholarship in the field mostly relies on a limited canon of texts, almost wholly drawn from the Western world. This study therefore allows a glimpse at an under-acknowledged archive of disability representation, which is then used to suggest the possibility of alternative ways of understanding disablement on the African continent and globally. The first chapter is meant as an entry point into some of the complex lives depicted in the thesis. In this chapter, I explore the intersection that the texts draw between disability and masculinity, illustrating the way this intersection evokes questions about how we understand the relationship between the two concepts. In the second chapter, I examine the way socio-political violence on the continent is represented as a cause of both disablement and disenablement. This chapter is an exploration of how disability is enmeshed with other social realities in people’s lives. The term disenablement is employed in order to capture the presentation of disablement amidst various forms of violent oppression. As it is portrayed in the majority of the texts studied in the thesis, disablement is a factor of social attitudes. My third chapter examines how these texts create dis/ability zones, areas where the reader/viewer witnesses the fluidity of socially constructed disablement in particular societies. As it is portrayed in the texts, and discussed in the thesis, this zone is a space where disabled characters encounter the ableist world. It is a space that allows the destabilization of entrenched notions about disability, and consequent recognition of disabled characters. The most explicit manifestation of narrative enablement occurs through creative intervention, which is the focus in the fourth chapter. In this chapter, I examine the role of various forms of creativity as they are enacted by the characters, arguing that they are manifestations of the characters making use of narrative enablement. In the texts, the disabled characters use unique modes of storytelling – not exclusively verbal – to narrate their story, but also to assert their belonging to particular familial, cultural, as well as national worlds.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek uitbeeldings van gestremdheid in geselekteerde films, romans en memoirs uit Afrika. Die konsep van narratiewe bemagtiging – ‘n konsep wat ondersoek word as ‘n kapasiteit van tekste wat die erkenning van gestremdheid bemoontlik vir die leser of kyker – staan sentraal in hierdie studie. In my tesis ondersoek ek die maniere waarop narratiewe bemagtiging in die tekste manifesteer. Die beweegrede vir hierdie studie kom uit die realisering van verskeie strominge in kontemporêre letterkundige gestremdheidstudies. In die eerste plek onderneem hierdie studie die taak om die teoretiese basis van huidige literêre gestremdheidstudies, wat bestaan uit idees wat op hul beurt uit ‘n enge epistemiese argief gevorm is, uit te brei. Op soortgelyke wyse erken die studie dat akademiese navorsing binne hierdie studieveld meestal berus op ‘n relatief klein kanon van tekste, feitlik geheel-en-al uit die Westerse wêreld. Hierdie studie bied dus ‘n kyk op ‘n onder-erkende argief van gestremdheidsvoorstellings, wat op sy beurt gebruik word om die moontlikheid van alternatiewe maniere waarop gestremdheid binne Afrika asook wêreldwyd begryp kan word, aan te toon. Die doel van die eerste hoofstuk is om ‘n intreepunt te skep waardeur sommige van die komplekse ervaringswêrelde wat in die tesis ondersoek word, betree kan word. In hierdie hoofstuk ondersoek ek die oorvleuelings tussen gestremdheid en manlikheid wat deur die tekste uitgebeeld word, om sodoende aan te toon dat hierdie oorvleueling vrae oproep in verband met hoe ons die verhouding tussen hierdie twee konsepte kan verstaan. In my tweede hoofstuk ondersoek ek die manier waarop sosio-politieke geweld op die kontinent uitgebeeld word as ‘n oorsaak van gestremdheid sowel as van ontmagtiging. Hierdie hoofstuk ondersoek die wyses waarop gestremdheid verwikkeld is met ander sosiale werklikhede in mense se lewens. Die term disenablement [hier: ‘ontmagtiging’] word gebruik om die uitbeelding van gestremdheid midde-in verskillende vorme van gewelddadige onderdrukking vas te vang. Soos uitgebeeld in die meeste van die tekste wat in die studie ondersoek word, is gestremdheid ‘n aspek van sosiale houdinge. My derde hoofstuk ondersoek hoe die gekose tekste areas van be/ontmagtiging skep; gebiede waar die leser/kyker die vloeibaarheid van sosiaal-gekonstrueerde ontmagtiging in spesifieke gemeenskappe waarneem. Soos uitgebeeld in die tekste en soos wat die studie die saak bespreek, is hierdie zone ‘n gebied waarbinne gestremde persone die bemagtigde wêreld ervaar. Dit is ‘n area waarbinne die versteuring van vasgelegde konsepte van gestremdheid, en gevolglike erkenning van gestremde persone, kan plaasvind. Die mees eksplisiete ontplooiïng van narratiewe bemagtiging gebeur deur middel van skeppende intervensies, wat die fokus vorm van my vierde hoofstuk. In hierdie hoostuk ondersoek ek die rol wat gespeel word deur verskillende vorme van kreatiwiteit soos beoefen deur die karakters, in die loop van my argument dat hiedie skeppingsvorme voorbeeelde is van hoe narratiewe bemagtiging plaasvind. In die tekste gebruik die gestremde karakters unieke metodes van vertelling – nie uitsluitlik verbaal nie – om hulle verhale te vertel, maar ook om aan te toon dat en hoe hulle aan partikuliere familiale, kulturele en nasionale wêrelde behoort.

In the United States alone, disability touches the lives of a tremendous amount of people. An increased prevalence of chronic illness, coupled with an aging population means it is likely and perhaps inevitable that everyone will experience disability in one way or another over the course of their lifetime. However not everyone who is disabled is recognized as such. Culturally, the narrative of “the healthy disabled person,” – or someone who is healthy, permanently, predictably, and visibly disabled renders many people with chronic and episodic pain, fatigue, and illness as unrecognizable as disabled. Even though increasing numbers of disability scholars have begun to acknowledge that the embodied experiences of disability are far more fluid than the theoretically static divisions between healthy or ill, abled or disabled allow for, there has been little research that explores the experiences that exist in between these spaces In this dissertation I use narrative analysis to examine “who counts” as disabled in the United States, and why by exploring the interconnected narratives of disability at the cultural, institutional, and personal levels of society. In the first of three substantive chapters I examine cultural narratives about contested illness published in The New York Times between 1999 and 2016. I argue that stigmatization of episodic illness and disability occurs when the reality of lived experiences contradict the cultural assumptions and expectations; namely that health and illness, disability, and ability are natural, discrete, and static states of being for physical bodies. In the second chapter I examine institutional narratives of disability as they are told in town hall meetings for the Americans with Disabilities Amendment Act. I argue that these narratives serve to distinguish between morally good people with disabilities who deserve to be protected and accommodated in the workplace, and those who would use disability as an excuse to take advantage of their employers. In the final substantive chapter, I examine how women with chronic and contested illness reconstruct their identities through narrative in an online forum. I argue that these online spaces are an important site from which these women are able to counter the stigmatization and isolation that results from the dominant narrative that portrays them as morally corrupt. In each of these three chapters I find that the shifting and unpredictable reality of bodies that appear normal, healthy, and abled sometimes, and periodically ill, impaired, and disabled others are at best culturally unrecognizable as disabled and at worst, subject to disbelief and hostility regarding their claims as such. I argue that in order to overcome the stigmatization and disbelief of invisible and episodic disability, we need a cultural reorientation towards the story of disability; one that moves away from the belief that it is something that only happens to a small number of people in society, and towards an understanding of disability as an inevitable experience for the majority of the population; and in doing so works towards a more inclusive society that is designed to meet the needs of an ever changing and diversifying population.

The study aimed to explore the lived experience of the careers of learning disability nurses in England. The methodology was informed by Hermeneutic Phenomenology, and the study design utilised narrative interviewing techniques based on an adapted model of the Biographic Narrative Interpretive Method (Wengraf 2001) in order to explore the career choices, experiences and beliefs, and values about learning disability nursing. Twenty in-depth qualitative interviews with learning disability nurses, who had been in practice in the 30-year period between 1979 and 2009, were undertaken in 2010 across nine counties in England. The data was interpreted using a narrative analysis approach. Key findings indicated that nurses, working in a diverse range of settings with varying degrees of experience, are motivated by working with people with learning disabilities and narrate their experiences of building relationships with people articulating the meaning of this for them as nurses. The initial reasons for choosing learning disability nursing as a career formed a key theme within the findings, with complex influences on their career choice. Additionally, all participants in this study created a narrative of change, focusing on the ways in which change in policy, practice and in societal views have impacted upon their working lives and their identity. The individual narratives have also been interpreted to form a collective narrative of learning disability nursing to specifically explore the identity of learning disability nurses and nursing in a changing context of health and social care provision.

AbstractIn this short chapter, Rosabelle, one of the project participants, writes a personal story about how sport had a hugely positive impact on her self-confidence, body image and ultimately her sense of sexuality. Rosabelle’s personal narrative is co-written with one of the researchers, who provides theoretical insights relevant to conceptualising and making sense of her experience.

The presence of students with disabilities in the universities is increasing. Faculty need to be trained in order to attend these students and with the objective to offer and inclusice education. The aim of this communication is to identify, describe and explain the barriers and aids that students with disabilities experience in university classroom. Forty four students with disabilitis participated in the research. A biographical narrative methodology was used. The university-life histories of the students were complied by making use of in-depth interviews, lifelines and photographs. Results indicate the important of faculty training in matters concerning disabilities and new technologies, informing to the faculty of the presence of students with disabilities in their classroom, the existence of a specific service to support the faculty and the important of iimproving a positive attitude toward the disability. These results are dicussed in line with other studies. Recommendations are maded according to inclusive education and offering keys to universities to provide training plans leading to inclusive education and learning.

Introduction: Brain Cranium Trauma (TBI) is defined as any traumatic injury that causes an anatomical lesion or functional impairment of the scalp, skull, meninges, brain or its vessels. In the set of injuries from external causes, the TBI stands out in terms of magnitude and, above all, as a cause of death and disability. Objectives: Demonstrate basic and current concepts in relation to the pathophysiology, diagnosis and treatment of TBI. Methods: The present work is a narrative review of the literature in the PubMed, SciELO and CNBI databases. As search criteria, the following keywords were used: “traumatic brain injury”; “Semiology”; “Neurology” and articles, which were limited to a specific period of 5 years. Exclusion: case reports and inclusion: 12 articles. Results: The main causes of TBI are car accidents, falls, being run over, aggression and sports activities. It was observed that most victims of TBI have subgaleal hematoma (HS), followed by fractures. In mild and moderate TBI, the appearance of HS is more prevalent, 48.5%. In TBI, severe, the incidence of subarachnoid hemorrhage predominates with 71.1% of cases in the first study and 62.5% in the second. Conclusion: The main group affected by TCE are mostly male and young, this predominance is related to the increase in violence with firearms, alcoholism and high speeds in traffic. The elderly group is at risk due to their susceptibility to falls. Children are also prone due to lack of motor coordination, resulting in acidentes.

The article outlines the problem of traumatism, which is analyzed from the viewpoint of the socio-medical aspect. The peculiarities of the impact of traumatism on the professional sports career were revealed through the analysis of the elite athletes’ biographies (n = 296 respondents). The research was carried out applying the qualitative research design (biographical research). The assessment of life narratives of high-performance athletes performing on the world arena was carried out applying the criterion of traumatism and its impact on the athletes’ lives ( the athletes’ biographies are accessible through open-source Internet resources). The data obtained in the research framework revealed the possible trajectories of the impact of traumatism on the course of the professional sporting career: the process of career stagnation, professional success, the process of completion/ termination of a sporting career. The career stagnation was observed among all the respondents, which is predetermined by the rehabilitation process they had to go through. Based on the data obtained in the research framework, the conclusion can be drawn that reintegration into elite sports is primarily based on the resource potential of the athlete: the resources of the family/ the loved ones, the athlete’s own capacity, as well as the state support provision. The possible trajectories of professional aging were identified, namely, high resource capacity, the reduction/loss of resource capacity (disability), zeroing of resource capacity (lethal outcome). In addition, the data showed that the potential trajectory for the reintegration was usually identified within the two directions: firstly, sports and physical culture; secondly, other professional spheres. It should also be highlighted that professional aging puts forward the issues related to social security of high-performance athletes worldwide. Therefore, the issue of reviewing the reintegration criteria into the education system or professional and labour market upon the completion of the sporting career is of highest topicality provided that it would positively impact both the positive capacity of the population group and the prestige of high-performance sports worldwide. The research results allow drawing the conclusion that the accumulated resources in the course of building and implementing a professional sports career have a positive impact on the duration of the professional age of a representative of elite sports, in its turn, providing the possibility to easily adjust to the new life upon the completion of the sports career.

The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).

The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).