Pub Date : 2023-08-11DOI: 10.1177/15407969231192104
Lauren Avellone, Joshua P. Taylor, P. Wehman, Katherine J. Inge, Valerie Brooke
Despite considerable legislative and advocacy-based efforts to end subminimum wage practices, many Americans with disabilities are still paid below the federal minimum. Section 14(c) of the Fair Labor Standards Act allows employers holding certificates to pay less than minimum wage to individuals with disabilities whose work capacity or productivity is impaired due to disability. The majority of employers paying subminimum wages are facility-based programs also known as sheltered workshops. This work is usually performed in segregated settings away from the rest of the nation’s workforce. Subminimum wage practices continue despite clear evidence that even those with the most significant disabilities can be successfully employed in competitive integrated employment when supports are provided. The purpose of this study was to examine the continued use of subminimum wages in the United States and to identify whether there are any state-level characteristics or policies that predict their use. Descriptive analysis and linear regression were used in this investigation. Findings indicate that subminimum wage practices continue to be prevalent in most states, and most prominently in the Midwest region. Implications and recommendations for reducing subminimum wage pay for individuals with disabilities are provided.
{"title":"State-Level Analysis of Subminimum Wage Use for Individuals With Disabilities in the United States: Implications for Policy and Practice","authors":"Lauren Avellone, Joshua P. Taylor, P. Wehman, Katherine J. Inge, Valerie Brooke","doi":"10.1177/15407969231192104","DOIUrl":"https://doi.org/10.1177/15407969231192104","url":null,"abstract":"Despite considerable legislative and advocacy-based efforts to end subminimum wage practices, many Americans with disabilities are still paid below the federal minimum. Section 14(c) of the Fair Labor Standards Act allows employers holding certificates to pay less than minimum wage to individuals with disabilities whose work capacity or productivity is impaired due to disability. The majority of employers paying subminimum wages are facility-based programs also known as sheltered workshops. This work is usually performed in segregated settings away from the rest of the nation’s workforce. Subminimum wage practices continue despite clear evidence that even those with the most significant disabilities can be successfully employed in competitive integrated employment when supports are provided. The purpose of this study was to examine the continued use of subminimum wages in the United States and to identify whether there are any state-level characteristics or policies that predict their use. Descriptive analysis and linear regression were used in this investigation. Findings indicate that subminimum wage practices continue to be prevalent in most states, and most prominently in the Midwest region. Implications and recommendations for reducing subminimum wage pay for individuals with disabilities are provided.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"127 - 138"},"PeriodicalIF":2.5,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47191441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.1177/15407969231189241
Emilee Spann, E. E. Biggs, Madison E Ross
The COVID-19 pandemic profoundly impacted daily life, including the educational experiences of school-age children with and without disabilities and their families who supported them. This descriptive qualitative study examined the experiences of families with children with extensive support needs and complex communication needs during the COVID-19 pandemic, specifically in relation to their (a) supports and (b) feelings of empowerment related to their child. Participants were 37 parents of children with disabilities who had extensive support needs and complex communication needs, with most families having a child with either autism or Down syndrome. Interviews were conducted with each family at three time points during the 2020–2021 school year. Results indicated that the supports families received varied widely, as did their feelings of empowerment— including empowerment related to advocacy and to supporting their child’s learning and well-being at home. The supports that families received from providers (e.g., teachers, service providers) impacted their feelings of empowerment, sometimes acting as facilitators and sometimes as barriers. Implications for future research and practice are discussed related to how teachers and other providers might better partner with families during crises like the COVID-19 pandemic and beyond.
{"title":"Supports and Empowerment for Families of Children with Extensive Support Needs Throughout the COVID-19 Pandemic","authors":"Emilee Spann, E. E. Biggs, Madison E Ross","doi":"10.1177/15407969231189241","DOIUrl":"https://doi.org/10.1177/15407969231189241","url":null,"abstract":"The COVID-19 pandemic profoundly impacted daily life, including the educational experiences of school-age children with and without disabilities and their families who supported them. This descriptive qualitative study examined the experiences of families with children with extensive support needs and complex communication needs during the COVID-19 pandemic, specifically in relation to their (a) supports and (b) feelings of empowerment related to their child. Participants were 37 parents of children with disabilities who had extensive support needs and complex communication needs, with most families having a child with either autism or Down syndrome. Interviews were conducted with each family at three time points during the 2020–2021 school year. Results indicated that the supports families received varied widely, as did their feelings of empowerment— including empowerment related to advocacy and to supporting their child’s learning and well-being at home. The supports that families received from providers (e.g., teachers, service providers) impacted their feelings of empowerment, sometimes acting as facilitators and sometimes as barriers. Implications for future research and practice are discussed related to how teachers and other providers might better partner with families during crises like the COVID-19 pandemic and beyond.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"139 - 156"},"PeriodicalIF":2.5,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44140970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1177/15407969231187125
P. Ferguson
{"title":"Book Review: Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities by Nisbet, J. with Weiss, N. R","authors":"P. Ferguson","doi":"10.1177/15407969231187125","DOIUrl":"https://doi.org/10.1177/15407969231187125","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"157 - 159"},"PeriodicalIF":2.5,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49307859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-08DOI: 10.1177/15407969231181901
Tim Riesen, Audrey C. Juhasz, Corban Remund
Supported employment (SE) and customized employment (CE) are vocational rehabilitation services designed to assist job seekers with significant disabilities to find meaningful competitive integrated employment. We conducted an analysis of Rehabilitation Service Administration (RSA-911) data for fiscal years 2017–2020 to determine the outcomes at the exit for individuals receiving SE and CE services. Specifically, we examined (a) what occupations, according to the Standard Occupational Classification (SOC) system, are individuals obtaining after exiting from state vocational rehabilitation SE and CE services, (b) if there is a difference in occupational types at the exit for individuals who receive SE and CE services, (c) if there is a difference in hourly wages and hours worked at the exit for individuals who receive SE and CE services, and (d) if there are differences in wages, after controlling for sex and race at exit for SE and CE service recipients. Results indicated most individuals receiving SE and CE services exit into three broad SOC code categories: Food preparation and servicing related, office and administrative support, and building grounds cleaning and maintenance occupations. Proportional differences suggest that individuals receiving CE are exploring a wider range of occupations compared with SE. There was a significant difference in wages between SE and CE but no difference in hours worked between SE and CE service recipients.
{"title":"An Analysis of the Rehabilitation Service Administration 911 Supported and Customized Employment Outcome Data for Fiscal Years 2017–2020","authors":"Tim Riesen, Audrey C. Juhasz, Corban Remund","doi":"10.1177/15407969231181901","DOIUrl":"https://doi.org/10.1177/15407969231181901","url":null,"abstract":"Supported employment (SE) and customized employment (CE) are vocational rehabilitation services designed to assist job seekers with significant disabilities to find meaningful competitive integrated employment. We conducted an analysis of Rehabilitation Service Administration (RSA-911) data for fiscal years 2017–2020 to determine the outcomes at the exit for individuals receiving SE and CE services. Specifically, we examined (a) what occupations, according to the Standard Occupational Classification (SOC) system, are individuals obtaining after exiting from state vocational rehabilitation SE and CE services, (b) if there is a difference in occupational types at the exit for individuals who receive SE and CE services, (c) if there is a difference in hourly wages and hours worked at the exit for individuals who receive SE and CE services, and (d) if there are differences in wages, after controlling for sex and race at exit for SE and CE service recipients. Results indicated most individuals receiving SE and CE services exit into three broad SOC code categories: Food preparation and servicing related, office and administrative support, and building grounds cleaning and maintenance occupations. Proportional differences suggest that individuals receiving CE are exploring a wider range of occupations compared with SE. There was a significant difference in wages between SE and CE but no difference in hours worked between SE and CE service recipients.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"115 - 126"},"PeriodicalIF":2.5,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42143908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-26DOI: 10.1177/15407969231173932
Sarah L. Ballard, S. Dymond
The purpose of this qualitative investigation was to understand the beliefs of parents and school personnel about involving secondary-age students with extensive support needs in their specialized health care procedures at school. Participants included parents, special education teachers, school nurses, one-to-one nurses, and paraprofessionals reporting on nine middle school, high school, and post-high school students for a total of 32 participants. Semi-structured interviews were conducted and then analyzed by case using an inductive coding approach. A synthesis of salient findings across groups generated four themes that describe beliefs about involving students in their specialized health care procedures. These were: (a) student characteristics make it challenging, (b) must be safe, (c) working together is essential but difficult, and (d) involvement promotes well-being. Families and school personnel predominately valued student involvement in health care at school for perceived social-emotional benefits and potential positive adult outcomes but were unsure how to mitigate barriers to teaching students skills needed to participate in their health care. Implications discussed offer guidelines to enhance scientific and practitioner knowledge that promotes student involvement in health care at school for secondary-age students with extensive support needs.
{"title":"Beliefs About Secondary-Age Students with Extensive Support Needs Participating in Their Health Care at School","authors":"Sarah L. Ballard, S. Dymond","doi":"10.1177/15407969231173932","DOIUrl":"https://doi.org/10.1177/15407969231173932","url":null,"abstract":"The purpose of this qualitative investigation was to understand the beliefs of parents and school personnel about involving secondary-age students with extensive support needs in their specialized health care procedures at school. Participants included parents, special education teachers, school nurses, one-to-one nurses, and paraprofessionals reporting on nine middle school, high school, and post-high school students for a total of 32 participants. Semi-structured interviews were conducted and then analyzed by case using an inductive coding approach. A synthesis of salient findings across groups generated four themes that describe beliefs about involving students in their specialized health care procedures. These were: (a) student characteristics make it challenging, (b) must be safe, (c) working together is essential but difficult, and (d) involvement promotes well-being. Families and school personnel predominately valued student involvement in health care at school for perceived social-emotional benefits and potential positive adult outcomes but were unsure how to mitigate barriers to teaching students skills needed to participate in their health care. Implications discussed offer guidelines to enhance scientific and practitioner knowledge that promotes student involvement in health care at school for secondary-age students with extensive support needs.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"92 - 107"},"PeriodicalIF":2.5,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41360957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-24DOI: 10.1177/15407969231173916
Siméon T. A. Lahaije, J. Luijkx, A. Waninge, A. V. D. van der Putten
In disability research, there is an increased focus on the well-being of families with a child with a disability, also known as family quality of life (FQOL). However, the well-being of families with a child with profound intellectual and multiple disabilities (PIMD) has not yet been explored, even though their well-being may be affected by the pervasive support needs they need to manage. In turn, sufficient well-being of the family is necessary to guarantee adequate support and thus well-being for the person with PIMD. The purpose of this study was to examine the well-being of families with a child with PIMD, including possible differences between parents and siblings, and how individual and familial factors are related to FQOL. A total of 82 participants from 44 families with a child with PIMD in the Netherlands participated. Multilevel models were employed to analyze FQOL scores and which factors significantly affected scores. Families scored moderately high on both total score and subscales, scoring lowest on emotional well-being. There were significant differences between parents and siblings and a significant effect of age of the respondent on emotional well-being, material well-being, and disability-related support. Siblings scored higher than parents, and scores decreased with age on these domains. Although families with a child with PIMD scored, on average, satisfactory on their FQOL, they were least satisfied with the support for their emotional well-being, and may therefore require additional support for this aspect of their family life. Results of this study contribute to understanding the lives of families with a child with PIMD and their support needs.
{"title":"Well-Being of Families with a Child with Profound Intellectual and Multiple Disabilities","authors":"Siméon T. A. Lahaije, J. Luijkx, A. Waninge, A. V. D. van der Putten","doi":"10.1177/15407969231173916","DOIUrl":"https://doi.org/10.1177/15407969231173916","url":null,"abstract":"In disability research, there is an increased focus on the well-being of families with a child with a disability, also known as family quality of life (FQOL). However, the well-being of families with a child with profound intellectual and multiple disabilities (PIMD) has not yet been explored, even though their well-being may be affected by the pervasive support needs they need to manage. In turn, sufficient well-being of the family is necessary to guarantee adequate support and thus well-being for the person with PIMD. The purpose of this study was to examine the well-being of families with a child with PIMD, including possible differences between parents and siblings, and how individual and familial factors are related to FQOL. A total of 82 participants from 44 families with a child with PIMD in the Netherlands participated. Multilevel models were employed to analyze FQOL scores and which factors significantly affected scores. Families scored moderately high on both total score and subscales, scoring lowest on emotional well-being. There were significant differences between parents and siblings and a significant effect of age of the respondent on emotional well-being, material well-being, and disability-related support. Siblings scored higher than parents, and scores decreased with age on these domains. Although families with a child with PIMD scored, on average, satisfactory on their FQOL, they were least satisfied with the support for their emotional well-being, and may therefore require additional support for this aspect of their family life. Results of this study contribute to understanding the lives of families with a child with PIMD and their support needs.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"63 - 78"},"PeriodicalIF":2.5,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45512120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1177/15407969231153397
Abdulaziz H. Alsaeed, M. Mansouri, K. Shogren, Sheida K. Raley, Jennifer A. Kurth, E. Leatherman, Elissa Lockman Turner
Intervening to enhance self-determination has been linked to enhanced in-school outcomes (e.g., academic and transition goal attainment and access to general education) and post-school outcomes (e.g., competitive employment, community participation) for students with and without disabilities in inclusive schools. However, research is needed to examine the extent to which students with extensive support needs (ESN) are included in this body of research. This systematic review aims to identify empirical research articles that examined the outcomes of interventions designed to promote abilities and skills associated with self-determination for students with ESN. Results suggest that research on self-determination for students with ESN in school contexts is limited across grade levels, particularly in inclusive settings. Consequently, there is a need for ongoing research to consider effective self-determination assessments to inform the design and implementation of interventions that promote self-determination for students with ESN in inclusive settings. Implications for research and practice are discussed.
{"title":"A Systematic Review of Interventions to Promote Self-Determination for Students With Extensive Support Needs","authors":"Abdulaziz H. Alsaeed, M. Mansouri, K. Shogren, Sheida K. Raley, Jennifer A. Kurth, E. Leatherman, Elissa Lockman Turner","doi":"10.1177/15407969231153397","DOIUrl":"https://doi.org/10.1177/15407969231153397","url":null,"abstract":"Intervening to enhance self-determination has been linked to enhanced in-school outcomes (e.g., academic and transition goal attainment and access to general education) and post-school outcomes (e.g., competitive employment, community participation) for students with and without disabilities in inclusive schools. However, research is needed to examine the extent to which students with extensive support needs (ESN) are included in this body of research. This systematic review aims to identify empirical research articles that examined the outcomes of interventions designed to promote abilities and skills associated with self-determination for students with ESN. Results suggest that research on self-determination for students with ESN in school contexts is limited across grade levels, particularly in inclusive settings. Consequently, there is a need for ongoing research to consider effective self-determination assessments to inform the design and implementation of interventions that promote self-determination for students with ESN in inclusive settings. Implications for research and practice are discussed.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"3 - 24"},"PeriodicalIF":2.5,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48765991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1177/15407969231159355
{"title":"RPSD Reviewer of the Year","authors":"","doi":"10.1177/15407969231159355","DOIUrl":"https://doi.org/10.1177/15407969231159355","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"59 - 59"},"PeriodicalIF":2.5,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48444161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-03DOI: 10.1177/15407969231154166
Zach Rossetti, D. Lehr, Tashnuva Shaheen, Katie Baulier, Kristin K. Burnette, Deborah J. Taub
In the wake of the COVID-19 pandemic, schools shifted to nontraditional education overnight, disrupting learning for millions of children in the United States. Despite the broad impact of these shifts in schooling, its effects have not been uniform. How would the specialized instructional supports known to be effective in meeting the needs of students with extensive support needs (ESN) be provided remotely? We interviewed eight mothers of students with ESN to learn how nontraditional education impacted the educational experiences of students with ESN. Our findings included the overall perception that nontraditional education was highly unsuccessful and could not replace in-person learning for participants’ children. Findings also highlighted challenges participants experienced when working to support their children’s at-home learning, as well as the unexpected benefits participants reported from remote service delivery that may be considered as future recommendations of instructional practices for students with ESN.
{"title":"Parent Perceptions of Remote Instruction for Students with Extensive Support Needs","authors":"Zach Rossetti, D. Lehr, Tashnuva Shaheen, Katie Baulier, Kristin K. Burnette, Deborah J. Taub","doi":"10.1177/15407969231154166","DOIUrl":"https://doi.org/10.1177/15407969231154166","url":null,"abstract":"In the wake of the COVID-19 pandemic, schools shifted to nontraditional education overnight, disrupting learning for millions of children in the United States. Despite the broad impact of these shifts in schooling, its effects have not been uniform. How would the specialized instructional supports known to be effective in meeting the needs of students with extensive support needs (ESN) be provided remotely? We interviewed eight mothers of students with ESN to learn how nontraditional education impacted the educational experiences of students with ESN. Our findings included the overall perception that nontraditional education was highly unsuccessful and could not replace in-person learning for participants’ children. Findings also highlighted challenges participants experienced when working to support their children’s at-home learning, as well as the unexpected benefits participants reported from remote service delivery that may be considered as future recommendations of instructional practices for students with ESN.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"41 - 58"},"PeriodicalIF":2.5,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43498313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-03DOI: 10.1177/15407969231153579
S. N. Skarsaune, H. Hanisch
Persons with profound intellectual and multiple disabilities (PMID) are in danger of not being granted the human right to experience self-determination. Attitudes questioning the relevance of the rights of persons with significant support needs and a lack of guidance on how to practically go about ensuring self-determination might explain this. Providing knowledge about this matter, this article contributes through an ethnography highlighting the relationship between persons with PIMD and professionals. The concept of holding another’s identity was found to be a possible, fruitful approach toward self-determination in this context. Descriptions of holding dialogues with an ethics of care suggest specific conditions for moving practices toward self-determination: recognize the role of the professional, emphasize embodied empathy, and enable involvement. The ethnography suggests a broadened understanding of self-determination, pinpointing the importance of sensitivity toward the other’s particularity.
{"title":"Holding and Professional Care: On Self-Determination for Persons With Profound Intellectual and Multiple Disabilities","authors":"S. N. Skarsaune, H. Hanisch","doi":"10.1177/15407969231153579","DOIUrl":"https://doi.org/10.1177/15407969231153579","url":null,"abstract":"Persons with profound intellectual and multiple disabilities (PMID) are in danger of not being granted the human right to experience self-determination. Attitudes questioning the relevance of the rights of persons with significant support needs and a lack of guidance on how to practically go about ensuring self-determination might explain this. Providing knowledge about this matter, this article contributes through an ethnography highlighting the relationship between persons with PIMD and professionals. The concept of holding another’s identity was found to be a possible, fruitful approach toward self-determination in this context. Descriptions of holding dialogues with an ethics of care suggest specific conditions for moving practices toward self-determination: recognize the role of the professional, emphasize embodied empathy, and enable involvement. The ethnography suggests a broadened understanding of self-determination, pinpointing the importance of sensitivity toward the other’s particularity.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"25 - 40"},"PeriodicalIF":2.5,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43046700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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