Alter-European Journal of Disability Research最新文献

Les déplacements autonomes sont fortement limités chez les personnes présentant une déficience intellectuelle (DI), ce qui entrave leur participation sociale. Cette étude exploratoire recueille le point de vue des professionnels exerçant au sein de structures dédiées à l’accompagnement de ces personnes, afin d’identifier les caractéristiques de leur mobilité quotidienne, mais aussi les types d’apprentissage mis en œuvre par les professionnels. Les résultats des entretiens mettent en avant des difficultés relatives aux interactions sociales et à la mobilisation des ressources cognitives chez les personnes elles-mêmes. Du point de vue de l’environnement, l’accessibilité et les réticences des proches sont des entraves majeures à la mobilité quotidienne. Toutefois, une initiation précoce, la motivation des personnes, leur connaissance de l’environnement, sont autant de facteurs qui facilitent l’apprentissage de la mobilité indépendante.

Independent travels of people with intellectual disabilities (ID) are severely limited, which impacts their social participation. This exploratory study gathers the point of view of professionals working in structures dedicated to the accompaniment of these people, in order to identify the characteristics of independent travels, but also the types of learning implemented by professionals. Results of these interviews show difficulties with social interactions and the mobilization of cognitive resources of people with ID. Concerning the environment, accessibility and reluctance of relatives are major obstacles to mobility. However, early initiation, motivation and knowledge of the environment are factors, which facilitate the learning of independent mobility.

Deaf and Hard of Hearing (DHH) students represent a group of people whose specific educational needs have remained unaddressed in the Indian educational system. This fieldwork-based study was conducted at Anushruti Academy for the Deaf (AAD), a school for DHH students located in the city of Roorkee in India. It relies on observations of these children in classroom settings and in-depth interviews with their teachers to foreground the major debates concerning various aspects of their education. Issues of language and speech acquisition, methods of teaching, dialectical relationship of students to technology and experiences of stigma are used to bring forth their lived experiences. The study underscores the need for establishing a linkage between a unifying language and academic content development. This will enhance DHH students’ access to different academic disciplines and enable them to transcend elementary levels of achievements.

Since 2006, three nationally representative surveys in Ireland have assessed public agreement to three rights inherent in the UNCRPD (United Nations Convention on the Rights of Persons with Disabilities): attendance at ordinary schools, to have sexual fulfilment and to have children. Three questions are posed in this paper: do the Irish public perceive people with different impairments as having the same rights? Are they more supportive of certain rights than others? How has public perceptions changed in 2017? The Irish public are more sympathetic to the rights of persons with physical and sensorial disabilities than to those with cognitive or emotional impairments. They are more supportive of people having sexual fulfilment than they are of school attendance. By 2017 they were more supportive of these rights and especially those of people with mental health difficulties. Monitoring public perceptions nationally would help to inform the advocacy and awareness raising efforts needed to make the public allies in achieving the Convention's aims.

Today parenthood is becoming a competence. This accentuates parental responsibility. Expertise and consultancy are developing in various scientific fields. It produces parenting standards used by public authorities to conceive services and programs for parents categorized as vulnerable. At the level of the law, persons with learning disabilities are considered vulnerable at the discretion of the judge, and therefore more or less able to protect themselves and defend their interests. However, they may have to protect a child and defend his or her interests, since they have the freedom to become parents. This freedom, which has long been restricted, is now considered possible. Then, services have now to take into account the parenthood of people with learning disabilities. This short report is based on a qualitative study with twelve professionals accompanying these parents or future parents. The author analyzes the tensions and challenges to which professionals are exposed and how they build their expertise. In view of the results and their interest in the professional fields concerned, she envisages innovation perspectives aimed at optimising existing services and programs.

This article examines self-representations in a social media campaign against the discrimination of people with disabilities. We focus specifically on how these representations are related to various narratives and discourses, and in what ways the representations either adhere to or challenge normative discourses, or whether they offer counter-discourses. Considering that our cultural assumptions are influenced by the representations we are exposed to, we also discuss the possible potential of self-representations for the audience of the campaign. The empirical material consists of a digital activism campaign conducted on Instagram in Sweden that was constructed through self-representations (photos and short texts). The study combines discourse analysis and visual analysis with focus on how the persons present themselves in the campaign, how disability is mentioned and/or displayed, and how a presentation adheres to or challenges a model of understanding disability, such as the medical or social models. We found a diverse set of claims, all with the common goal of acknowledging discrimination, in order to make it visible and bring about change. The narratives identified indicate a variety of strategies for understanding disability and various styles that people adopt to relate to established discourses on disabilities. Through this campaign, the bloggers could find and provide support, but they also took the stage by requesting that the audience listen. The campaign examined in this study can be further understood as an effort and a step towards increased visibility and politicization of disability.

While the rights of disabled people are widely recognised by governments around the world, the costs of disability measures seem to be a major barrier to their implementation. Disability research needs therefore to engage with the issue of costs in disability politics. Drawing upon citizenship theory, this article considers the salience of costs in the development of citizenship rights for various groups of citizens in a given socio-economic context. Moreover, it highlights the role of social movements in this development and their need to navigate the recognition-redistribution dilemma. The article proposes that the written claims of disability activists offer a rich empirical material to unpack the complexity of costs in disability politics in a given context. Focusing on the case of Sweden, the article examines 312 blog posts and 162 debate articles. Three different ways of referring to costs are discussed, as the analysis shows that the disability activists criticise, embrace and reframe the issue of costs in disability politics.

This comment of Valentine Gourinat's research note “From the reconstituted body to the reconfigured body. For an ethical understanding of prosthetics in the age of techno-enchantment” addresses the specific issues of interdisciplinary research, particularly in the field of disability. The aim will be to examine the links between the academic space of knowledge and the researcher's relationship to “his” object in research on disability.

The transition to adulthood is a critical stage in human development because it shapes the future lives of many young people. Little is known about how disability affects this transition. Most of the available evidence comes from high-resource settings, where the situation differs greatly from that of resource-limited countries. Using the data from the HandiVIH ANRS 12302 study, we aimed to examine the effect of disability on the social markers of the transition to adulthood in an African context with regard to gender and the nature and severity of the limitations. Our results show that men and women with disabilities experience significant delays in completing the different transitions to adulthood and, consequently, live in more precarious situations at the beginning of adulthood. We also found complex variations in the effects of disability with regard to disability characteristics and gender. These results call for gender- and disability-sensitive transitional programmes to achieve the goal of equal opportunity as envisioned in the sustainable development goals.