Families, well-being, and inclusion: Rethinking priorities for children with cognitive disabilities in Ladakh, India

Richard, Bonnie O.

doi:10.1177/0907568214526264

Cited by 14 publications

(17 citation statements)

References 26 publications

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“…Few studies have focused on cross‐cultural differences in describing social inclusion for children with disabilities. One study explored the meaning of inclusion for children with cognitive disabilities in Ladakh, India, stressing the need to conceptualise inclusion locally (Richard, ). For example, as most children with disabilities in Ladakh move back in with their families after completing their education, families should receive as much attention as schools in terms of seeking solutions to maximise social inclusion.…”

Section: Resultsmentioning

confidence: 99%

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

2017

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Social inclusion is a complex and often misunderstood concept. For children with disabilities, research has documented the degree of loneliness, bullying and exclusion they often experience in their social lives. This paper presents the findings of a critical literature review on the social inclusion of children with disabilities. Study methods comprised rigorous criteria for study selection followed by established protocols for evaluating studies. Reputable rating scales were used to examine peer-reviewed research published within the last 10 years. Fifty-four studies were analyzed for essential themes. Findings reflect a broad range of stakeholder perspectives and factors that promote or inhibit social inclusion, including child-specific variables as well as environmental influences. Additional research should focus on the perspectives and experiences of children in inclusive settings, particularly those with disabilities, as a means of safeguarding their future social and emotional well-being. © 2017 John Wiley & Sons Ltd and National Children's Bureau Keywords: children, disabilities, peers, social inclusion, social relationships, stigma. BackgroundEstimates of worldwide child disability rates are speculative and dated; however, UNICEF estimates that approximately 93 million (1 in 20) of people aged 14 or younger live with a moderate or severe disability (UNICEF, 2013). In the USA, 5.2 per cent (2.8 million) of the 53.9 million school-aged children (aged 5-17) were reported to have a disability in 2010 (Disability Characteristics, American Community Survey, 2010). For comparison, Human Resources and Skills Development Canada (2011) indicates that 202 350 children (3.7%, aged 0-14 years) and 96 060 teens (4.6%, aged 15-19 years) in Canada have a disability. The most commonly diagnosed disabilities among children include learning, communication and developmental disabilities, while children are also commonly diagnosed with physical disabilities (US Census Bureau, 2010).'Social inclusion' is a multifaceted and largely subjective construct (Le Boutillier and Croucher, 2010). It is often described in opposition to 'social exclusion', which refers to the stigmatisation or marginalisation of certain groups based on particular characteristics, such as socioeconomic status, race, gender or disability. For children with disabilities, social inclusion requires overcoming significant social, economic and political barriers to achieve meaningful involvement in society (Hill and others, 2004). This can involve the ability to make friends, participate in community activities, engage in leisure and play, and have access to quality inclusive practices in the classroom. Social inclusion, therefore, establishes a basis for overall well-being and is a critical component of becoming a valued and contributing member of the community (Mâsse and others, 2012;Murray and Greenberg, 2006).Although children with disabilities value peer relationships and participation in community activities, they continue to experience low levels of ...

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Section: Resultsmentioning

confidence: 99%

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

2017

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“…For example, among the Shona of Zimbabwe, disability was regarded as a state of being less human (Charlton, 2000); in some societies in Asia, having a disability was regarded as a punishment from God for sins committed by the individual with a disability or his/her parent(s) (Eisland, 1994); and in Uganda it was regarded as a curse locally known as "Kisirani" (Lwanga-Ntale, 2003). Economically and socially, many individuals with disabilities and their families are poorer and often excluded from vital services because disability affects their finances, career, opportunities, how they allocation their time as well as their health (Chakravarti, 2008;Richard, 2014). As a result, persons with disabilities have various vulnerabilities.…”

Section: Introductionmentioning

confidence: 99%

Access to and Uptake of Contraception by Women with Disabilities

Ayiga¹,

Kigozi²

2016

Journal of Social Sciences

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Contraception has been identified as an imperative for achieving the Sustainable Development Goals. In poor countries, the need for contraception is highest among the most vulnerable population groups. One such group is women with disabilities. The objectives of this study were to examine uptake of and identify the predictors of use of contraception by women in Uganda with disabilities. The study used cross-sectional data on 1128 sexually experienced women in the 15-49 year age group with disabilities. The data were obtained from the 2011 Uganda Demographic and Health Survey. The binary logistic regression model was used to analyse the data. The study found that only 26.1% of the women had ever used contraception and the results confirmed the hypothesis that access to health facilities and access to family planning information on radio significantly increased uptake of contraception. Other factors that significantly increased uptake of contraception were attending 4 or more Antenatal Care (ANC) visits, being in the 25-34 year age group, living in Kampala region, having primary, secondary or higher education, being in the middle or richer wealth index groups and having almost daily access to radio. We conclude that uptake of contraception by women with disabilities is low and reflects the high unmet need for contraception for women in Uganda, which could be explained by the pervasive structural inequalities in access to contraception services.

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“…Their sense of wellbeing has less to do with individual health and functioning, and is more related to the maintenance of a collective balance between the tribe and its physical and spiritual environment; as such, it is arguable that a person could not conceive of himself or herself as flourishing if the collective commons was in trouble (as indeed it was for the tribe), since the individual and the collective could not be meaningfully separated. Other scholars have conducted similarly finegrained analyses on constructions and experiences of wellbeing in other cultures, including the Bolivian Amazon (Reyes-García, 2012), Ladakh (Richard, 2014), ethnic Kyrgyz and Uzbeks in southern Kyrgyzstan (Borbieva, 2013), and Kazakhs in Western Mongolia (Werner, Barcus, & Brede, 2013). Similarly, other researchers have considered how culture influences the way in which ostensibly negative phenomena are experienced.…”

Section: Relativismmentioning

confidence: 99%

Positive cross-cultural psychology: Exploring similarity and difference in constructions and experiences of wellbeing

Lomas¹

2015

Intnl. J. Wellbeing

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Critical theorists have accused positive psychology of paying insufficient attention to cultural variation in the way wellbeing is constructed and experienced. While there may be some merit to this claim, the field has developed a more nuanced appreciation of culture than its critics suggest. However, it could also be argued that positive psychology has not sufficiently appreciated or absorbed the wealth of literature within cross-cultural psychology pertaining to wellbeing. This paper aims to forge a bridge between positive psychology and cross-cultural psychology by introducing the idea of 'positive cross-cultural psychology,' an interdisciplinary conceptual space for existing and future cross-cultural research on wellbeing. Moreover, the paper offers a meta-theoretical perspective on trends within this literature. It is suggested that crosscultural research is underpinned by two broad orienting perspectives: a 'universalising' perspective, which holds that, despite apparent cultural differences, people share a common human nature; and a 'relativising' perspective, which argues that people are strongly shaped by their cultural context. However, the paper finally argues that most research can actually be seen as offering a synthesising perspective -labelled here as 'universal relativism' -which recognises universals in the ways wellbeing is sought, constructed and experienced, but allows for extensive variation in the ways these universals are shaped by culture.

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Families, well-being, and inclusion: Rethinking priorities for children with cognitive disabilities in Ladakh, India

Cited by 14 publications

References 26 publications

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

Access to and Uptake of Contraception by Women with Disabilities

Positive cross-cultural psychology: Exploring similarity and difference in constructions and experiences of wellbeing

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