Jodie Bradley*, Vicky Farnsworth*, Annie Ferguson*, Hayley Wilcock*, Dan Goodley**, Kirsty Liddiard** and Katherine Runswick-Cole***
* Speak Up Self-Advocacy
** The University of Sheffield
*** Manchester Metropolitan University
In September 2015, we travelled to Toronto, Canada to take part in a workshop exploring intimate citizenship in the lives of people labeled with learning disabilities. Continue reading
Simo Vehmas, Professor of Disability Studies, University of Helsinki, President of NNDR, firstname.lastname@example.org, http://blogs.helsinki.fi/spvehmas/
I have been often asked why as a nondisabled person I’m interested in disability. Some ask the question because they assume that interest in disability requires a personal experience of impairment, and some because they doubt the credibility of an academic who lacks the personal experience of disablement. Whatever the reasons are, my answer lately to the question has been: “What makes you think that I’m not disabled?”
Obviously, it is because I’m socially privileged, but it is also because I don’t have a visible impairment. I do, however, have tinnitus, sleeping apnea and an unspecified arthritis of some sort. They’re all impairments, aren’t they? You may, however, think that these conditions are so minor that they’re not proper impairments and, as a result, my disability credibility is null. You might not say this to me in public because it would be politically incorrect, but, in my experience, most people (irrespective of their disability identity) do think along these lines. Continue reading
Katherine Runswick-Cole (Manchester Metropolitan University) & Dan Goodley (University of Sheffield) (email@example.com, firstname.lastname@example.org)
In this post, we think about what it means to be human. We do so as part of a wider on-going research project Big Society? Disabled people with learning disabilities and Civil Society (Economic and Social Research Council (ES/K004883/1)). The project (June, 2013 –June, 2015) asks how are disabled people with learning disabilities faring in contemporary society in England?
It might seem that there is a bit of a leap from a project on ‘Big Society’ to thinking about what it means to be human, but we think that understanding what it means to be human matters if we want to understand what is happening in the lives of disabled people with learning disabilities in Big Society. Sometimes, we’ve been criticized by those who think that asking things like “what does it means to be human?” is a waste of time, that we are simply doing theory for theory’s sake. Of course, we don’t agree with this view, indeed we would argue that our interest in thinking about the human is political; it is based on our personal commitment to a politics of disability and because of our own positions as family, friends and allies to people with the label of learning disability. Continue reading
David McConnell, PhD, Professor and Director, Family and Disability Studies Initiative, University of Alberta, www.fdsa.ualberta.ca
Researchers have focused a great deal of attention on family adjustment and adaptation to children with disabilities. The traditional and still dominant approach to research in this field starts out with the assumption that having a child with disabilities is a ‘disturbance’ or ‘perturbation’, and then focuses on stress and coping processes, and what are usually presumed to be ‘outcomes’ for other family members. Many studies have investigated stress and psychopathology among mothers [and to a far lesser extent, fathers and siblings] of children with disabilities, the stress-buffering role of social support, and the utility of various coping strategies. This research has had a number of positive impacts. It has, for instance, helped justify services such as early intervention, in-home help, psycho-educational programs for parents and respite care. Continue reading
Dr Nicola Burns, Researcher at Institute of Health and Wellbeing, University of Glasgow, UK
Over the past two years I have been working on an EU funded project into migration and health, specifically focusing on cross-cultural communication in primary care consultations (see fp7.restore.eu). At first glance, a long way away from my research interests in disability studies and risk. Working on this project has however provided me with an opportunity to consider the intersection of disability and migration. Disabled people and migrants represent significant minorities throughout the globe (IOM, 2012; WHO, 2011).
Migration is a global phenomenon with an estimated 216 million migrants across the world, with a third residing in WHO European Region. It is unknown how many migrants are disabled, but taking recent estimates on prevalence of disability, it is not unreasonable to assume that between 10-15% of migrants are disabled. The intersection of disability and migration is complex and to an extent unknown. Both designations hide extremely diverse and heterogeneous populations with a range of capabilities and possibilities. Both groups face structural and systemic barriers to asserting and realising their rights to participate in society. While disabled people have seen an increasing recognition of their rights to participate fully in society; migrants face increasing restrictions in this regard. A key aspect for both groups is the issue of citizenship. Arguably, while disabled people have seen a formal recognition of their rights to participate fully in society in some countries; migrants face increasing restrictions in this regard. Both face challenges in their ability to realise citizenship rights, however defined. At the international level, a language of rights is utilised for both groups, this is dependent upon state interpretation and practices. Continue reading
Minna Pietikäinen, M.Scs.
Over the last few years, people with intellectual disabilities (ID) and their rights have gained increasing attention in Finnish media. For example, the leading Finnish newspaper Helsingin Sanomat has in some editorials raised the issue of deficiencies in the living arrangements of people with ID.
Despite more recent de-institutionalization, Finland still has the highest proportion of institutionalized people in Scandinavia (Pelto-Huikko, Kaakinen & Ohtonen, 2008). Medical knowledge may often be taken for granted when describing people with ID. As Seppälä (2010) states, until the 1980s people with intellectual disabilities were studied within institutions and research about them today may still contain bias caused by diagnostic overshadowing. When a person is diagnosed as disabled, these expectancies may affect the observations that are subsequently made. In this context, the position of a patient in an institution is offered to the intellectually disabled person, and other kinds of subjectivities are denied. Continue reading
It seems safe to suggest that the ethos of welfare state has been the normative foundation of Nordic disability research. But having said that, it seems equally safe to suggest that disability scholars haven’t engaged properly with the normative issues to do with disability; the ethical and political issues that, after all, have a great significance on people’s well-being. Researchers have primarily aimed at describing neutrally how things are, while normative issues having to do with how things ought to be, have been left to political activists, philosophers and other possibly suspicious characters.
We have valued, correctly I believe, the autonomy of academic research. In the spirit of Humboldtian tradition, we have emphasized the freedom to choose questions and methodology to carry out research, and to publish their results even if they were politically, ethically and emotionally sensitive or even uncomfortable. Continue reading
Bedding Out: a new performance with virtual participation
Bedding In Bedding Out is a response to the UK’s current welfare benefits overhaul, which threatens many disabled people with poverty. It has been associated with the deaths of at least 32 people each week found ‘fit for work’[i] and with a propagandist campaign that has seen disability hate crime leap by 50%[ii].
For 48 hours round-the-clock, in an art gallery, I will be taking to my bed, exhibited behind a red rope barrier. Continue reading
Kim Wickman, PhD, Senior Lecturer, Dept. of Education, Umeå University, Sweden
Is Swedish education inclusive and does it comprise inclusive teaching? Are schools able to handle normal variations of differences among children and young people in the subject of physical education and health? Is there any clear boundary between what are regarded as normal variations and what is perceived and understood as so divergent that there is a need for special measures? Continue reading
Karen Christensen, Professor, Dept. of Sociology, University of Bergen, Norway
A long time ago – at least as it is defined in the academic world – in the 1990s, the British professor of social policy Clare Ungerson published an article: “Give them the money: Is cash a route to empowerment?” In this article she forecast many of the challenges implied by welfare policies intended to empower disabled people in their everyday lives by means of cash payments. The idea was that instead of letting disabled people receive traditional services such as home help they should receive money to employ their own care workers and this should be “a route to empowerment”. The important contribution that Ungerson made with this early article about these cash payments was to point to the care worker’s perspective within a welfare scheme that aimed at providing services on the users’ terms. As much as she criticized disability writers in this article and in later articles, as much was she criticized back by disability writers such as Jenny Morris and others. Continue reading