Academic literature on the topic 'Drawing disability'
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Journal articles on the topic "Drawing disability"
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Conti, Adam. "Drawing the Line: Disability, Genetic Intervention and Bioethics." Laws 6, no. 3 (July 17, 2017): 9. http://dx.doi.org/10.3390/laws6030009.
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Tiszai, Luca, Katalin Sándor, and Veronika Kálló. "Visual Narratives of Disability in Projective Drawing Test." Pro&Contra 3, no. 2 (2021): 47–67. http://dx.doi.org/10.33033/pc.2019.2.47.
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Celik Kayapinar, Fatma, and Behsat Savas. "Determining elementary teacher candidates cognitive structure on the concept of ‘disabled people’ through the drawing technique." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 78–84. http://dx.doi.org/10.18844/prosoc.v6i1.4157.
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Currently, around 10% of the world's population, or roughly 650 million people, live with a disability. According to the results of the in Turkey 2011 Population and Housing Survey, the proportion of the population with at least one disability is 6.9%. The aim of the study is to investigate primary teacher candidates cognitive structures related to ‘disabled people’ through the drawing technique. The data were collected from 89 teacher candidates participated in this study in the 2018–2019 academic year in Mehmet Akif Ersoy University. Each student was asked to draw a picture about disabled people. The students were encouraged if they want to write their own interpretation of the drawing ‘in a couple of sentences. Of the drawings, 89 were subjected to the content analysis. Half of the drawings are multicoloured and black is second. Most of the teacher candidates (88%) handed wheelchairs to people with disabilities.
Keywords: Disabled people, drawing technique, teacher candidate.
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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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Förstl, H., A. Burns, R. Levy, and N. Cairns. "Neuropathological basis for drawing disability (constructional apraxia) in Alzheimer's disease." Psychological Medicine 23, no. 3 (August 1993): 623–29. http://dx.doi.org/10.1017/s003329170002540x.
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SynopsisThe performance on four drawing tasks was studied in a sample of patients with verified Alzheimer's disease in order to examine the relationship of ‘constructional apraxia’ to neuropathological changes in the parietal lobe and in other brain areas. Twenty-three patients were able to attempt to copy pentagons, a spiral and a three-dimensional drawing of a house, 22 patients were able to draw a clock-face spontaneously. The results were rank-ordered by two independent raters. The values obtained in the different drawing tasks were correlated significantly with each other, with global estimates of cognitive performance (CAMCOG, Mini-Mental State), with a shorter duration of illness, higher brain weight (in the subsample of female patients), higher counts of large neurons in the parahippocampal gyrus and hippocampus, but not in the parietal lobe. This suggests that there is no specific relationship between ‘constructional apraxia’ and neuropathological changes in the parietal lobes of patients with advanced Alzheimer's disease, but that there is a correlation between widespread brain changes and several neuropsychological deficits, one of them being drawing disability.
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Prince, Michael J. "Drawing hidden figures of disability: youth and adults with disabilities in Canada." Evidence & Policy: A Journal of Research, Debate and Practice 17, no. 2 (May 1, 2021): 227–41. http://dx.doi.org/10.1332/174426421x16146827140135.
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Background: While governments draw on survey data to inform policy choices, the design, application, and interpretation of surveys can generate certain images of disability and ignore many others.Aims and objectives: This article draws attention to social circumstances of people with disabilities often unacknowledged in research evidence: hidden figures of disability.Methods: Selected results from the Canadian Survey on Disability are examined with a focus on working-age youth and adults (aged 15 to 64) with a range of disabilities.Findings: Five figures of disability and corresponding conceptual models are identified. These hidden figures of disability are the uncounted, those with needs unsupported, youth in multiple transitions, potential workers, and what may be called ‘the fearful’. Several models of disability are identified intersecting with the evidence. These are the absent citizen, biomedical model and charitable model, social and economic integration model, human rights and full citizenship, and psycho-emotional model of affective disablism and ableism.Discussion: Hidden figures of disability are more than statistical tests and texts; more than calculations derived from quantitative research where people become a data point. The function of drawing hidden figures is to disclose and describe the bodily experiences of people with disabilities in their social positions and structural contexts.Conclusion: We need to see the production of evidence for policy not as painting a portrait but as portraits in the plural, and appreciate not only what is in the frame but also what faces and forms of knowledge get glossed over or brushed aside.
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Shaw, Susan A. "Drawing on three discursive modes in learning disability nurse education." Nurse Education Today 29, no. 2 (February 2009): 188–95. http://dx.doi.org/10.1016/j.nedt.2008.08.007.
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Virdi, Jaipreet. "Material Traces of Disability." Nuncius 35, no. 3 (December 14, 2020): 606–31. http://dx.doi.org/10.1163/18253911-03503008.
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Abstract This paper examines the lived experiences of Canadian machinist and double-amputee Andrew A. Gawley (1895–1961), whose prosthetic “steel hands” rose him to fame during the mid-twentieth century, to analyze how disability objects can illuminate complex tensions of unruliness to represent a fraught epistemological materiality. Drawing on Williamson and Guffey’s “design model of disability,” I argue that Gawley’s prostheses are physical and tangible representations of his need to achieve functional normalcy. His self-reliance and identity was not only premised on ability, but dependent upon the complex unruliness ascribed within the prostheses, such that the sensationalized freakery of the “steel hands” become as crucial to Gawley’s identity as his performances of normative masculinity.
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Belser. "Drawing Torah from Troubling Texts: Gender, Disability, and Jewish Feminist Ethics." Journal of Jewish Ethics 6, no. 2 (2021): 140. http://dx.doi.org/10.5325/jjewiethi.6.2.0140.
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Crossley, Mary. "Normalizing Disability in Families." Journal of Law, Medicine & Ethics 43, no. 2 (2015): 224–27. http://dx.doi.org/10.1111/jlme.12236.
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In “Selection against Disability: Abortion, ART, and Access,” Alicia Ouellette probes a particularly vexing point of intersection between ART and abortion: how negative assumptions about the capacities of disabled persons and the value of life with disability infect both prospective parents’ prenatal decisions about what pregnancies to pursue and fertility doctors’ decisions about providing services to disabled adults. This commentary first briefly describes what I view as Ouellette’s key points and her article’s most valuable contributions. It then suggests further expanding the frame of reference for Ouellette’s discussion. Viewing decisions about who can reproduce and what children will be born as fundamentally decisions about family suggests ways of drawing on intersectional approaches and growing public acceptance of nontraditional families to promote acceptance of people with disabilities as valued family members — without limiting reproductive liberties.
Dissertations / Theses on the topic "Drawing disability"
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Percy, Lucelia McClain. "Seeing learning disability through a re/claimed book : a narrative inquiry drawing on arts-based methodologies to visually represent experiences of learning disabilty." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730884.
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Kutlu, Ozdal. "An Inclusive Workplace Accommodation Evaluation For Employees With Disabilities." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608143/index.pdf.
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The status of the people with disabilities can be summarized as marginalisation and exclusion from the mainstream of the society. It is accepted that the process of exclusion of people with disabilities is grounded in time and history. Demographic, economic, legislative data, humanistic reasons and historical evaluation of disability indicate that employment is the most vital item for the participation of people with disabilities in social life. The status of people with disabilities related with employment can be summarized with the termsunemployment or underemployment, discrimination, lack of satisfaction and advancement in work, loss of job and time pressure at work etc. Intensified competition and flexibility in labour market, lack of physical access, lack of information in an accessible format about job, inadequate training, incompetent personal qualifications and work experience, insufficient benefit and support of welfare systems, employers&rsquo
unwillingness to hire people with disabilities and to make adaptations, type and severity of disability, relatively low educational level of people with disabilities etc can be indicated as reasons for unemployment or underemployment of people with disabilities. Beside these, problems of employment have a close connection to the problems of workplace accommodations. Varieties of barriers in built and workplace environment increase the exclusion of persons with disabilities in the social employment environment. Space as an instrument for reproducing and sustaining social practices must not be perceived only with technical specifications. Space becomes the means of social mechanisms while keeping people with disabilities either &lsquo
in&rsquo
or &lsquo
out&rsquo
of the society. In other words, workplaces play an important role while maintaining either spatial isolation / marginalisation or inclusion of people with disabilities in the labour market. Although many people with disabilities share a common experience in relation to the labour market people with disabilities are very heterogeneous. Their experiences of employment are variable and exhibit a wide range of different skills, aptitudes and aspirations as with the remainder of the population. An inclusive society deserves an inclusive workplace accommodation which has been vital not only for people with disabilities but also for &ldquo
all people&rsquo
&rsquo
. An investigation on Universal Design Principles will provide a background in the evaluation of the thesis. &ldquo
Universal design&rdquo
that is also known as &ldquo
inclusive design&rdquo
and &ldquo
design for all&rdquo
, has become a widely accepted design approach which considers to make the built environment, products, and communications equally accessible, usable and understandable for everyone. The study aims to emphasize the significance of the consciousness that is acquired by exposing different aspects of workplace accommodation for the built environment and design process, and evaluate workplace accommodation in frame of the universal design.
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Collins, Michael S. "Understanding the Expressive Cartoon Drawings of a Student with Autism Spectrum Disorder." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4893.
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This study focuses on the highly expressive comic drawings of Amy, a child with autism. This study connects larger fields of research: the study of how people with autism spectrum disorder [ASD] process faces and emotions; and, research about artists with ASD. Amy's understanding of emotion was analyzed by asking her to view and identify humans and cartoon characters expressing different emotions. Her ability to illustrate emotion is tested by asking her to respond to various drawing prompts. The study concluded that Amy has difficulty identifying the emotions of humans and cartoons, but she does have the ability to illustrate characters that express a range of emotions. This individual case study shows that students with autism were able to process visual expressions of emotion with a high degree of accuracy. The results provide art educators a model with which to investigate how their students with autism process emotional expression.
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Grunnesjö, Marie. "Low Back Pain : With Special Reference to Manual Therapy, Outcome and its Prognosis." Doctoral thesis, Uppsala universitet, Allmänmedicin och klinisk epidemiologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-156739.
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Objectives. To assess outcome of manual therapy in addition to stay-active care in sub-acute low back pain patients and to investigate the predictive power of pain drawing sketch variables for return to work. Materials and methods. The study was designed as a randomised controlled trial with a factorial design, and included 160 patients with acute or sub-acute low back pain allocated to one of the four treatment groups during 10 weeks. Group 1 received stay-active care only, Group 2 the same treatment as in Group 1 + muscle stretching, Group 3 the same treatment as in Group 2 plus manual therapy, and Group 4 the same treatment as Group 3 plus steroid injections. Outcome included pain intensity, pain extension, functional and health related quality of life variables and return to work. Results. Pain intensity and disability rating improved faster in Groups 3 and 4 than in Groups 1 and 2 (p<0.05 and p<0.05). Also health related quality of life was affected by the treatments given; the more treatment options the better the effect (trend across the groups p<0.05). Pain extension as described on a pain drawing sketch decreased in all groups across the study period. The pain modality ‘numbness’ was the most painful one among patients with no pain radiation. Pain radiation according to the pain drawing sketch was the strongest predictor for return to work (p=0.03, Wald χ2=4.56). Conclusions. The manual therapy concept used in this study reduced pain intensity and disability rating better than the stay active concept. The effects on health related quality of life were greater the larger the number of treatment modalities available. Pain drawing information was significantly correlated with pain and functional variables. Pain radiation according to the pain drawing adds significant information to the prediction of return to work.
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Blinkhorn, Jessica Elaine. "Stories from a Chair: A Life Exquisite." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/art_design_theses/58.
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Exquisite is defined as carefully selected or sought out. I believe myself to be a selected soul placed in a body of circumstance. My work is self-explorative and telling of those circumstances in hopes of evoking empathy. Our bodies function and exist on many different levels. What I understand as normal for most differs vastly from what is normal for me. I aim to offer my perspective on the world, establish understanding, and blur the lines of normalcy.
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Russo, Renata Costa de Toledo. "O imagin?rio coletivo de estudantes de educa??o f?sica sobre pessoas com defici?ncia." Pontif?cia Universidade Cat?lica de Campinas, 2008. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/tede/handle/tede/399.
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Previous issue date: 2008-02-20The present work investigates the collective imaginary of Physical Education students about disabled people. It articulates methodologically on the use of the Thematic Drawing-and Story Telling Procedure to a collective approach of a class of thirty students. The obtained material was analyzed from a psychoanalytical perspective in light of the Theory of Fields. We verified that the conceptions of the students about disabilities arise from two non-conscious psychological fields: disability as human suffering and disability as a technical problem . In our view, the first field relates to the possibility of assuming sensitive and caring approaches when facing the disability issue, while the latter expresses the action of defensive strategies to deny the importance of the affective-emotional dimensions related to the suffering, turning the disabled person into an object of essentially technical actions. This picture lead us to conclude that the process of formation of professionals ethically capable of respecting and valuing human diversity requires, besides specific knowledge, diferentiate attention, focusing on the affective-emotional resonances that the contact with the issue of disability and with disabled people appears to provoke.
O presente trabalho tem como objetivo o estudo do imagin?rio coletivo de estudantes de Educa??o F?sica sobre pessoas com defici?ncias. Articula-se, metodologicamente, ao redor do uso do Procedimento de Desenhos-Est?rias com Tema na abordagem coletiva de uma classe composta de trinta alunos. O material obtido foi psicanaliticamente analisado ? luz da Teoria dos Campos. Constatamos que as concep??es dos alunos sobre defici?ncias emergem a partir de dois campos psicol?gicos n?o conscientes: defici?ncia como sofrimento humano e defici?ncia como problema t?cnico . A nosso ver, o primeiro campo corresponde ? possibilidade de assumir posturas sens?veis e cuidadosas diante da quest?o da defici?ncia, enquanto o segundo expressa a a??o de estrat?gias defensivas que visam negar a import?ncia de dimens?es afetivo-emocionais ligadas ao sofrimento, tornando a pessoa com defici?ncia objeto de a??es essencialmente t?cnicas. Este quadro nos permite concluir que o processo de forma??o de profissionais eticamente capazes de respeitar e valorizar a diversidade humana requer, al?m da transmiss?o de conhecimentos espec?ficos, uma aten??o especializada, voltada para as resson?ncias afetivo-emocionais que o contato com a quest?o da defici?ncia e com pessoas deficientes parece provocar.
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Croyle, Christine Marie. "The Journey Toward Visibility: A Case Study of the Perceptions of Children with Disabilities in Honduras." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1422219994.
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Lundqvist, Johanna. "Educational pathways and transitions in the early school years : Special educational needs, support provisions and inclusive education." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126011.
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The overall aim of this research is to describe and analyse the educational pathways from preschool to school of a group of children with and without special educational needs. The aim is also to describe and analyse children’s views and experiences of early years education, and how these can be obtained. The research comprises six studies that are presented in four articles and two conference papers. Longitudinal and multiple-case study designs, and mixed method approaches are adopted in the empirical studies, and the data is collected via observations, a questionnaire, documents, conversations and interviews with staff, children’s drawings and interviews with children. The results from the empirical studies show a variation of pathways to compulsory education; changes in activities and relationships in the transitions; a variation in preschool quality; a broad conceptualising of special educational needs; an application of comprehensive or specialised typologies in the educational settings; an undecided and cautious attitude toward inclusive education; an allocation of generous resources to specialised and segregated programmes; and a diversity of support provisions. The children report more positive than negative experiences of their early school years and pinpoint the importance of having a sense of belonging among peers; opportunities for creative play and thinking; experiences of speed, excitement and physical challenges; elements of cosiness, withdrawals and comfort for recreation; experiences of growth in knowledge and understanding of the world; feeling safe; feeling free and autonomous; and preventing homesickness in order to thrive. The results of the literature review are that the researchers may obtain data from children with and without special educational needs by means of traditional and innovative data collection methods. For broadening participation and sharing of views, the researchers may offer relational and material support. The thesis has relevance for researchers in the field of special education, inclusive education and early childhood education and care. It has also relevance for teacher training, policy makers and stakeholders, school heads, teachers and families.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 6: Submitted.
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林芳吟. "The Learning Effect of the Schematic drawing with Self-Instruction Strategy for Elementary School Students with Learning Disability." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/28174136800989903474.
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碩士國立彰化師範大學
特殊教育學系所
99
The purpose of this study was to explore the effect of the schematic drawing with self-1nstruction strategy for elementary school students who are learning disability to solve mathematic word problems. Single subject analysis with multi-testing design was applied in this research participants were three fifth grade students with learning disability in a Zhanghua County elementary school. A experimental teaching integrating schematic drawing with self-instruction strategy were carried out to explore the accuracy of mathematic word problems on immediate efficiency and maintenance efficiency. Through charts and visual analysis, the results of this study were as followed: 1. The schematic drawing with self-instruction strategy immediately improved the performance of the elementary school students with learning disability in solving all kinds of mathematic word problems . 2.Through the schematic drawing with self-instruction strategy showed the reserved effects in solving all kinds of mathematic word problems on the elementary school students with learning disability 3. The schematic drawing with self-instruction strategy immediately improved the performance of the elementary school students with learning disability in solving different kinds of mathematic word problems . 4.Through the schematic drawing with self-instruction strategy showed reserve effects in solving different kinds of mathematic word problems on the elementary school students with learning disability. 5. The schematic drawing with self-instruction strategy was successful in improving the inclination on the mathematic word problems for the elementary school students with learning disability. 6. The elementary school students with learning disability learned the schematic drawing with self-instruction strategy actually. Based on the finds, researcher offered some suggestion to teachers and future research.
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Vyšínová, Pavlína. "Obtíže při osvojování kresby u dětí v předškolním věku." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-327405.
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Title: Difficulties in drawing development in preschool age Author: Pavlína Vyšínová Department: Department of Psychology Supervizor: PhDr. Miroslav Klusák, CSc. Abstract The submitted dissertation is focused on the observation of difficulties in the drawing development of preschool children. Drawing is a typical means of expression of a child, it is often considered as a spontaneous and natural activity. Nevertheless in the population of preschool children we may find some kids who do not draw at all, or they start to draw at a much later stage than it is common amongst the ordinary population, or they may also react negatively to drawing. Within this work a phenomenon in which the child's drawing distinctively does not correspond to his cognitive abilities due to the risk of a specific disability of drawing adoption (dyspinxia) or due to another crisis of imaging in the preschool age. The focus of the research lies in the processing of quantitative methods (intellectual abilities test, drawing tests), however additional information is also derived from the qualitative methods (anamnesis, interview, observation, essay). In the methodology a new evaluation system for the scoring of children's drawings regardless of the depicted theme is introduced. A part of the work also suggests an intervention for the...
Books on the topic "Drawing disability"
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Iland, Emily Doyle. Drawing a blank: Improving comprehension for readers on the autism spectrum. Shawnee Mission, Kan: AAPC, 2011.
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Lerman, Jonathan. Jonathan Lerman: Drawings by an artist with autism. New York: George Braziller, 2002.
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de Beco, Gauthier. Disability in International Human Rights Law. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198824503.001.0001.
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This book examines what international human rights law has gained from the new elements in the UN Convention on the Rights of Persons (CRPD). It explores how the CRPD is intricately bound up with other international instruments by studying the relationship between the Convention rights and those protected by other human rights treaties as well as the overall objectives of the UN. Using a social model lens on disability, the book shows how the Convention sheds new light on the very notion of human rights. In order to so, the book provides a theoretical framework which explicitly integrates disability into international human rights law. It explains how the CRPD challenges the legal subject by drawing attention to distinct forms of embodiment, before introducing the idea of the ‘dis-abled subject’ stemming from a recognition that all individuals encounter disability-related issues in the course of their lives. The book also examines how to apply this theoretical framework to a number of rights and highlights the consequences for the implementation of human rights treaties as a whole. It not only builds upon available literature straddling different fields, which include disability studies and legal and political theory, but also draws upon the recommendations of treaty bodies and reports of UN agencies as well as disabled people’s organisations. The book provides an agenda-setting analysis for all human rights experts by inviting them to appreciate the benefits of placing disabled people at the heart of international human rights law.
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Cascio, M. Ariel, and Eric Racine, eds. Research Involving Participants with Cognitive Disability and Difference. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198824343.001.0001.
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Research Involving Participants with Cognitive Disability and Difference: Ethics, Autonomy, Inclusion, and Innovation provides timely, multidisciplinary insights into the ethical aspects of research that includes participants with cognitive disability and differences. These include conditions such as intellectual disability, autism, mild cognitive impairment, and psychiatric diagnoses. Research participants with cognitive disabilities and differences may be considered a vulnerable population, which may trigger protective responses. At the same time, they should also be empowered to participate in research in order to foster the growth of knowledge and the improvement of practices. For research participants with cognitive disabilities or differences, participating in research that concerns them follows the Disability Rights Movement’s call “Nothing About Us Without Us” and is a vital component of the principle of justice. However, cognitive disabilities and differences may pose challenges to ethical research, particularly with respect to the research ethics principle of autonomy for a variety of reasons. Several alternative or modified strategies, for example when obtaining informed consent, have been used by researchers. The chapters in this volume describe situations where difficulties arise, explore strategies for empowerment and inclusion, drawing on both empirical and normative research to offer suggestions for research design, research ethics, and best practices that empower people with cognitive disabilities and differences to participate in research while respecting and managing potential coercion or undue influence. Contributions from scholars in anthropology, sociology, ethics, child studies, health and rehabilitation sciences, philosophy, and law address these issues in both clinical and social/behavioral research.
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Blackie, Daniel. Disability and Work During the Industrial Revolution in Britain. Edited by Michael Rembis, Catherine Kudlick, and Kim E. Nielsen. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190234959.013.11.
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A common claim in disability studies is that industrialization has marginalized disabled people by limiting their access to paid employment. This claim is empirically weak and rests on simplified accounts of industrialization. Use of the British coal industry during the period 1780–1880 as a case study shows that reassessment of the effect of the Industrial Revolution is in order. The Industrial Revolution was not as detrimental to the lives of disabled people as has often been assumed. While utopian workplaces for disabled people hardly existed, industrial sites of work did accommodate quite a large number of workers with impairments. More attention therefore needs to be paid to neglected or marginalized features of industrial development in the theorization of disability. Drawing on historical research on disability in the industrial workplace will help scholars better understand the significance of industrialization to the lives of disabled people, both in the past and the present.
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Sappok, Tanja, Sabine Zepperitz, and Mark Hudson. Meeting Emotional Needs in Intellectual Disability: The Developmental Approach. Hogrefe Publishing, 2021. http://dx.doi.org/10.1027/00589-000.
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Using a developmental perspective, the authors offer a new, integrated model for supporting people with intellectual disability (ID). This concept builds upon recent advances in attachment-informed approaches, by drawing upon a broader understanding of the social, emotional, and cognitive competencies of people with ID, which is grounded in developmental neuroscience and psychology. The book explores in detail how challenging behaviour and mental health difficulties in people with ID arise when their basic emotional needs are not being met by those in the environment. Using individually tailored interventions, which complement existing models of care, practitioners can help to facilitate maturational processes and reduce behavior that is challenging to others. As a result, the ‘fit’ of a person within his or her individual environment can be improved. Case examples throughout the book illuminate how this approach works by targeting interventions towards the person’s stage of emotional development. This book will be of interest to a wide range of professionals working with people with ID, including: clinical psychologists, psychiatrists, occupational therapists, learning disability nurses, speech and language therapists, and teachers in special education settings, as well as parents and caregivers.
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Kennedy, Seán, ed. Beckett Beyond the Normal. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474460460.001.0001.
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This book examines why Beckett’s writing is so queer, so disabled and disabling. Why did Beckett write so soften about mental illness, disability, perversion? Why did he take such an interest in ‘abnormals’ and ‘degenerates’? How did he reconceive ‘the human’ in the wake of Hitler and Stalin? Drawing on Beckett’s voluminous archive, as well as his primary texts, the authors use psychoanalysis, queer theory, disability theory and biopolitics to push Beckett studies beyond the normal.
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Sandell, Richard, Jocelyn Dodd, and Ceri Jones. Trading Zones. Edited by Paula Hamilton and James B. Gardner. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199766024.013.4.
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Because of the determined efforts of disability activists, public historians, and other scholars, the hidden history of disabled people is emerging in the public sphere. Although museums and other cultural institutions hold wide-ranging material in their collections that links to the lives of disabled people, its significance is often underresearched and poorly understood. Although disabled people desire greater visibility, like other groups who have been marginalized or misrepresented, they also want to be involved in the process and empowered to make decisions about their representation. Drawing on insights from research and experimental practice, we suggest that the idea of the “trading zone,” the creation of a space of exchange for collaborative and equitable dialogue, provides a way forward for disabled people to make their voices heard in the museum and for museum staff to confront and develop new ways of incorporating disability history into their collections and displays.
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Kerrigan, John. Shakespeare Afoot. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198793755.003.0003.
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That Shakespeare adds a limp to the received characterization of Richard III is only the most conspicuous instance of his interest in how actors walked, ran, danced, and wandered. His attention to actors’ footwork, as an originating condition of performance, can be traced from Richard III through A Midsummer Night’s Dream and As You Like It into Macbeth, which is preoccupied with the topic and activity all the way to the protagonist’s melancholy conclusion that ‘Life’s but a walking shadow, a poor player | That struts and frets his hour upon the stage’. Drawing on classical and early modern accounts of how people walk and should walk, on ideas about time and prosody, and the experience of disability, this chapter cites episodes in the history of performance to show how actors, including Alleyn, Garrick, and Olivier, have worked with the opportunities to dramatize footwork that are provided by Shakespeare’s plays.
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Linett, Maren Tova. Literary Bioethics. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479801268.001.0001.
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Literary Bioethics reads four novels as thought experiments through which to grapple with questions of value regarding animal lives, old lives, disabled lives, and engineered lives. Drawing from literary and cultural theory, disability studies, age studies, animal studies, and bioethics, it considers the value of these different kinds of lives as presented in fiction. The study treats “bioethics” broadly; rather than treating practical issues of medical ethics, it takes “bioethical questions” to mean 1) questions about the value and conditions for flourishing of different kinds of human and nonhuman lives, and 2) questions about what those in power ought to be permitted to do with those lives as we gain unprecedented levels of technological prowess. Exploring how the literary texts engage ideologies such as human exceptionalism, ableism, ageism, and a curative imaginary—a proto-transhumanism that cannot tolerate imperfection—the study demonstrates the power of reading literature bioethically.
Book chapters on the topic "Drawing disability"
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Crilley, Mariah. "Drawing Disability: Superman, Huntington’s, and the Comic Form in It’s a Bird …" In Disability in Comic Books and Graphic Narratives, 80–94. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137501110_6.
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Valle, Jan W., and David J. Connor. "Drawing upon the Power of Two." In Rethinking Disability, 199–223. Routledge, 2019. http://dx.doi.org/10.4324/9781315111209-8.
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Samuels, Ellen. "Prosthetic Heroes." In Disability Media Studies. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479867820.003.0006.
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Ellen Samuels examines Iron Man 3 (Shane Black, 2013), arguing that this film’s representations of veterans and disability reflected the social context in which increasing numbers of disabled veterans were returning to the U.S., with their futures uncertain. Drawing on veterans’ longstanding cultural roles as “heroes” or “villains,” this superhero film ultimately positions cure as both violent and mandatory, suggesting little cultural tolerance for veterans’ ongoing disabilities (specifically, PTSD and amputations) and the resources that such conditions would require. Bringing a disability studies reading to a Hollywood blockbuster, this chapter demonstrates the pervasiveness and power of disability narratives.
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Kirkpatrick, Bill. "“A Blessed Boon”." In Disability Media Studies. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479867820.003.0015.
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Disability and media shape each other in often surprising ways. Through his analysis of the discourse of the disabled “shut-in” in the first decade of broadcasting, Bill Kirkpatrick reveals how, in the realm of media and social policy, ideas about disability helped shape the U.S. radio system while, simultaneously, ideas about radio influenced the social meanings of disability. Drawing on Foucauldian notions of governmentality and cultural policy, he argues that disability and media have been co-constitutive since the birth of broadcasting, each helping to produce and regulate the other, with subtle but significant political and cultural consequences.
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Ellis, Katie, and Gerard Goggin. "Disability, Global Popular Media, and Injustice in the Trial of Oscar Pistorius." In Disability Media Studies. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479867820.003.0009.
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Drawing on disability studies, media studies, and the sociology of sport, Katie Ellis and Gerard Goggin argue that the case of runner Oscar Pistorius's killing of Reeva Steenkamp reveals the range, depth, and complexity of the cultural meanings of disability in contemporary society. Examining press accounts, legal arguments, and popular responses to the killing, they situate discourses of disability within multiple contexts, including the global sports industry and the dynamics of race and gender in a transforming South Africa. The "Pistorius affair," they suggest, makes visible the normally submerged roles that disability plays within popular culture, with implications for the ways that bodies, identities, and indeed life itself are understood.
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Harris, James C. "Family, Psychoeducational, Behavioral, Interpersonal, and Pharmacologic Interventions." In Intellectual Disability. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195178852.003.0012.
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The capacity to adapt to disability and assist others with disability may have an evolutionary origin. De Waal (1996) describes assistance to an injured group member among primates as evidence of altruistic behavior. Mother monkeys will provide additional care to compensate for injuries, and other members of the group may “babysit” injured infants, as do other young of the group. If the risk of predation is low and food is adequate, handicapped animals may live to adulthood. In human evolution, Berkson (1993) described an adult Neanderthal male with severe arm and head injuries that occurred at an early age. Apparently, this individual adapted to the injury by using his teeth to hold objects. Other conditions, such as disabling arthritis, were found in Neanderthals as well. Thus, individuals with minor or even significant impairments in primate and human societies before the evolution of modern humans, in some instances, received adaptive assistance from other members of the group. Drawing on these possible evolutionary origins of assistance to others in need, this chapter reviews the historical background of care for persons with intellectual disability and discusses environmental provisions and supports, education and skill development, normalization and self-determination, and interventions for those with co-occurring mental and behavioral disorders (psychotherapy, behavioral interventions, and psychopharmacologic treatments). The modern developmental approach to understanding learning and development began with Jean Itard, at the end of the eighteenth century. As a member of the medical staff at the Institute for Deaf Mutes in Paris, he considered the link between deafness and learning. Because of this background, he was asked to study a feral child discovered living alone in the wild in southern France. It was thought that this boy might approximate “man in the state of nature.” Because the child was mute, he entered a school for the deaf in Paris although he was not deaf. Pinel (1809), the leading psychiatrist of the time, proposed that the boy, named Victor, was not teachable. Yet Itard, during the next five years, sought to instruct Victor, using approaches established for deaf persons.
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Harris, James C. "The Classification of Intellectual Disability." In Intellectual Disability. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195178852.003.0006.
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Although intellectual disability has been recognized since antiquity, interest in its classification did not develop until the nineteenth century, when it became apparent that intellectual disability is not one homogeneous category, as was previously thought, but has many causes. Moreover, it became apparent that intervention could be beneficial and that interventions might be tailored for specific disorders. Early authors prepared the way for modern efforts to differentiate specific conditions that differ in both etiology and pathology, yet all result in intellectual disability. Some attempts were misguided. J. Langdon Hayden Down, in his ethnic classification (1866; Jordan, 2000), sought to classify based on the physical appearance of the individuals he examined. His goal was to absolve parents of self-blame for the handicap by emphasizing a constitutional basis for their child’s disorder. He proposed an “ethnic classification,” suggesting that the various forms of intellectual disability represented regressions to stereotypical racial forms (e.g., mongoloid, Aztec). Although he later abandoned this unfortunate idea, he continues to be known for it. Still, he is credited with drawing scientific attention to the syndrome bearing his name (Jordan, 2000) and for suggesting that the best classification is one based on etiology. Subsequently, he anticipated current efforts at classification by describing three major groups: (1) congenital, which included microcephalic, macrocephalic, hydrocephalic, epileptic, and paralytic types; (2) developmental, with a vulnerability to mental breakdown with stress during a developmental crisis; and (3) accidental (caused by injury or illness). Later, William Weatherspoon Ireland (1877), in his textbook on intellectual disability, suggested 10 subdivisions. Among these are genetous (congential), microcephalic, epileptic, eclamptic, hydrocephalic, paralytic, traumatic, inflammatory, cretinism, and idiocy by social and physical deprivation. In 1880, tuberous sclerosis complex was identified by Désiré-Maglione Bourneville (1880), who established that intellectual disability might result from brain pathology. Subsequently, many other intellectual disability syndromes were recognized. Thus began a new era, with investigators searching for clearly defined disorders associated with intellectual disability; these were commonly named after their discoverers. It was an era when intellectual disability syndromes were beginning to be recognized, but medicine had little to offer therapeutically.
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Barnbaum, Deborah R. "Drawing Distinctions Among Different Types of Research on Persons with Autism." In Research Involving Participants with Cognitive Disability and Difference, 229–32. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198824343.003.0022.
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This commentary engages two aspects of Kenneth A. Richman’s chapter “Autism, Autonomy, and Research” (Chapter 5). First, several excellent points made in the chapter are discussed. Second, a distinction is introduced among types of research on persons with autism, a distinction that would strengthen his discussion. Drawing distinctions among the ways in which informed consent is confounded by symptoms of autism, as well as among types of research on autism, would further strengthen an already compelling chapter.
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Gwaravanda, Ephraim Taurai. "Ubuntu and African Disability Education." In Advances in Religious and Cultural Studies, 1–14. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4867-7.ch001.
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In this chapter, the researcher seeks to challenge the view that Western cultures are the ‘givers' and the ‘teachers' of disability education while African cultures are the ‘takers' and the ‘taught'. Firstly, the researcher argues that the displacement of African knowledge systems by colonialist hegemony has to be refuted to prepare the foundation of African disability education. Secondly, the study draws lessons from an African culture, particularly the Shona culture, by using selected proverbs to show how disabled persons are respected in communities, how they are given freedom for innovation, and how they are encouraged to participate in daily activities. Thirdly, the research provides responses to standard objections that are raised against the use of proverbs in drawing out philosophical arguments. Lastly, the researcher argues that disability ethical teachings that are enshrined in Shona cultural thought have the potential for global application.
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Bezbaruah, Vaijayanti, and Nilika Mehrotra. "Gendered Understanding of Disability and Aging." In Handbook of Research on Multicultural Perspectives on Gender and Aging, 241–53. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4772-3.ch018.
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In its early conventional sense, disability was largely understood in bio-medical model which subsequently was supplemented with the psycho-social underpinnings of disability. In recent times, the social identities in terms of race, religion, class, caste, and gender add other dimensions to the social science discourse on disability studies. The chapter attempts to inform through the dimensions of age and aging in relation to the disability discourse, drawing from ethnographic cases over a period of research in North India. In the process, this chapter offers an analysis of disability and aging with focusing on the lack of access to social and familial resources for people with disability who are old and people who acquire any kind of disability in their old age. This chapter examines uncertainties experienced by the older disabled and the disabled older persons in relation to the extent of family ties and other social resources in both the rural and urban context.