Connecting stories: A narrative approach of social inclusion of persons with intellectual disability

Meininger, H.P.

doi:10.1016/j.alter.2010.04.001

Cited by 29 publications

(36 citation statements)

References 12 publications

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“…This case study has shown that although the memory box is beneficial to the bereaved individual, the process through which the memory box is developed is invaluable. Meininger () describes the process of telling stories for people with learning disabilities as having the power to change and strengthen relationships. Memory box work is one such way in which we can facilitate engagement with narrative around the lives of people with communicative impairments.…”

Section: Discussionmentioning

confidence: 99%

Bereavement and loss: developing a memory box to support a young woman with profound learning disabilities

Young

Garrard

2015

Brit J Learn Disabil

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Accessible summary• People with profound learning disabilities can find it difficult to talk about someone they love who has died.• This study is about how we used a memory box to help a bereaved young woman with profound learning disabilities.• The memory box helped the bereaved young woman, her mother and paid carers to explore memories about important relationships in her life.• It might be helpful to talk about relationships when helping someone with profound learning disabilities who is bereaved. SummarySupporting bereaved people with profound learning disabilities still remains an under-researched area. Moreover, the barriers of communication and disenfranchised grief mean that they often do not receive the support they require, leading to emotional and behavioural difficulties. This article describes research using a case study design, which explored how memory box work was used to support the bereavement process with one young woman, Claire and the outcomes for Claire and her family. Exploring the history of the relationship between Claire and her brother, the work also benefitted her mother and her paid carers.

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Section: Discussionmentioning

confidence: 99%

Bereavement and loss: developing a memory box to support a young woman with profound learning disabilities

Young

Garrard

2015

Brit J Learn Disabil

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“…Mere participation is insufficient: people also want to feel respected for their sameness and valued for their differences. Studies on the effects of deinstitutionalization have shown that although physical inclusion has been attained in many places, social inclusion has not: many people with intellectual disabilities suffer from loneliness, isolation and exclusion, despite the fact that they live 'integrated' in neighbourhoods (Bigby and Wiesel 2011;Bredewold, Tonkens and Trappenburg 2015;Hall 2010;Meininger 2010;Trappenburg 2013;Verplanke and Duyvendak 2010). And although employment is considered a cornerstone of full participation, the labour market is unwelcoming to people with intellectual disabilities.…”

Section: Recognition In Sheltered Workmentioning

confidence: 99%

Unfolding recognition: an empirical-theoretical contribution to the concept

Sebrechts

Tonkens

Roit

2019

Distinktion: Journal of Social Theory

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The past decades have witnessed growing interest in the concept of recognition, in social movements as well as in social theory. While the 'recognition turn' has made recognition a cornerstone in social and political philosophy, empirical interestin sociology, anthropology and business studiesremains limited and has mainly focused on misrecognition and disrespect. As a result, recognition as a theoretical ideal remains largely divorced from the lived and messy realities of people's everyday search for recognition. This article addresses this lacuna. Based on long-term participant observation and interviews with professionals and young men with mild intellectual disabilities working in sheltered employment projects in the Netherlands, it examines everyday practices of claiming and receiving recognition, how recognition is shaped by the institutional environment of sheltered work, and how it is achieved or subverted in everyday interactions between young men and professionals. Our contribution to the literature lies in our empirical finding that misrecognition is often enfolded in recognition. By stating that misrecognition is enfolded in recognition, we mean that an instance of recognition coincides with, and likely depends on, some form of misrecognition. While focusing on the messiness and ambivalence of recognition in everyday life may dilute it as an ideal, acknowledging its dark side opens the path to a more nuanced understanding of the dynamic in which misrecognition, rather than being its opposite, is enfolded within recognition.

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“…It is a relational space. It is a space of encounter, where people who are 'other' to each other meet and communicate (Meininger, 2010). Foucault and his discussants in social geography and architecture still located heterotopia in concrete rooms, houses and institutions.…”

Section: A Heterotopic Perspectivementioning

confidence: 99%

Inclusion as heterotopia: Spaces of encounter between people with and without intellectual disability

Meininger

2013

Journal of Social Inclusion

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The public space to which -in line with common definitions of inclusion -persons with intellectual disability are designated often turns out to be a space of discrimination. The aim of this study is to identify spaces of encounter. Michel Foucault's concept of heterotopia -'other spaces'and its subsequent interpretations are used as an analytical tool for evaluating efforts to include persons with intellectual disability in society. In Foucault's work 'space' refers to geographical places and to 'sites' that can be defined by sets of relations. Among these spaces are 'counter-sites' like large scale residential facilities for people with intellectual disability. Though policies of deinstitutionalisation aim at erasure of these places of exclusion, the results are often disappointing, largely because these policies ignore the analysis of power dynamics that install exclusionary processes and structures. Recent interpretations of the concept of heterotopia position the 'other places' in the middle of ordinary life as social spaces of encounter and dialogue between the 'normal' and the 'abnormal'. Characteristics and practical conditions of such spaces of encounter are explored. These interpretations open up a new conceptualisation of inclusion in terms of niches in which encounter and dialogue are cultivated and an alternative social ordering can be exercised.

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Connecting stories: A narrative approach of social inclusion of persons with intellectual disability

Cited by 29 publications

References 12 publications

Bereavement and loss: developing a memory box to support a young woman with profound learning disabilities

Bereavement and loss: developing a memory box to support a young woman with profound learning disabilities

Unfolding recognition: an empirical-theoretical contribution to the concept

Inclusion as heterotopia: Spaces of encounter between people with and without intellectual disability

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