The aim of this article is to quantitatively explore the relationship between disability, emotional loneliness and social isolation. The data analysis presents a number of statistically significant findings which illustrate that disabled people (N = 250) were at increased risk of experiencing emotional loneliness and social isolation compared with the nondisabled group (N = 355). This study identifies a number of disabling barriers which result in this overrepresentation of disabled people. The study aims to move away from a pathological explanation of linking loneliness and social isolation to disability, in order to explain this occurrence from a barrier-based approach.
'Loneliness in the City': examining socio-economics, loneliness and poor health in the North East of England Objectives: The aim of this study was to discover whether lower socioeconomic status is associated with increased experiences of loneliness and isolation. The research subsequently determined whether this relationship impacted on health inequalities. Study design: The study employed a cross-sectional, self-reported survey collecting information on loneliness, isolation and poor health (n= 680). The survey was administered through Sunderland District Council in 2016-2017 and data was analysed at the University of Sunderland. Methods: The study employed a quantitative approach, and data was analysed using descriptive statistics, engaging in univariate, bivariate and multivariate levels of analysis. Results: A number of significant findings emerged from the data analysis, linking lower socioeconomic status to experiences of loneliness (p = 0.000) and social isolation (p = 0.000). When determining if social isolation and socioeconomics had a detrimental impact on a person's health, no statistical association was discovered (p = 0.098). Yet, there was a significant relationship concerning socioeconomic status, loneliness and poor health (p = 0.026). Conclusions: The authors have identified a number of associations within the data with reference to isolation, loneliness and poor health. Therefore, participants from a lower socioeconomic group experienced disproportionately high levels of social isolation and emotional loneliness when compared with other socioeconomic groups. The data also demonstrates that participants who experienced loneliness, and were from a lower socioeconomic background, were consistently more likely to report poor health than those from other socioeconomic backgrounds.
From the mid‐1990s, there have been a number of campaigns aimed at raising awareness of dyslexia and social inclusion. In conjunction with these campaigns, educational and employment policies have been implemented that advocate inclusive and workplace adjustments for people with dyslexia. This study aims to explore the intersectional relationship between dyslexia and socio‐economic status. The findings analyse adult perceptions of education and employment, which have been shaped by 23 years of social policies promoting anti‐discriminatory practice. The study applies a quantitative approach, which collected data from a national survey conducted from 2015 to 2017. The sample consists of 442 adult participants who reported having dyslexia. The social model of disability has been applied in this study to interpret the data findings from a disability studies perspective. The article suggests that socio‐economic status significantly affects issues of diagnosis, educational, and employment experiences. The findings illustrate an intersectional relationship between socio‐economic status and disability inequalities, which have an effect on the experiences of people with dyslexia in adulthood.
Little research has been conducted, understanding the impact of educational-inclusion and workplace anti-discriminatory policies on livedexperiences of people with dyslexia. This paper consequently analyses qualitative-biographical accounts of 15 adults with dyslexia; applying the social relational model of disability to conceptualise these. Findings illustrate, the embodied-experiences of dyslexia defined within a disabling-educational system and discriminatory-workplace; culminating in psycho-emotional impact on participant's self-esteem leading them to pathologise experiences of failure through an individualistic deficitexplanation of self. The article concludes suggesting these livedexperiences must be acknowledged in education to develop inclusive practices adequately preparing individuals for adulthood, not just for the workplace.
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