Implications of social capital for the inclusion of people with disabilities and families in community life

Chenoweth, Lesley Irene; Stehlik, Daniela

doi:10.1080/1360311032000139467

Cited by 67 publications

(45 citation statements)

References 18 publications

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“…This is consistent with the literature on social capital and user-led organizations (Chenoweth & Stehlik, 2004). As described in theme 4 on links and theme 5 on local resource mobilization, the relationship of the national organization to its local affiliates was a factor in mobilizing resources.…”

Section: Resultssupporting

confidence: 79%

Role of Canadian user‐led disability organizations in the non‐profit sector

Hutchison

Arai²,

Pedlar

et al. 2007

Disability & Society

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Section: Resultssupporting

confidence: 79%

Role of Canadian user‐led disability organizations in the non‐profit sector

Hutchison

Arai²,

Pedlar

et al. 2007

Disability & Society

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“…Parents of autistic children face challenges in locating and making sense of relevant resources (Pain, 1999) and are often uncertain about what support services are available (Mitchell & Sloper, 2002). Emotional support networks for parents of children with disabilities tend to differ from traditional family support networks (Kerr & McIntosh, 2000;Tsibidaki & Tsamparli, 2007); these parents often turn to, other parents of children with similar disabilities, along with professionals and written sources (Chenoweth & Stehlik, 2004;Davies & Hall, 2005;Mackintosh et al, 2006;Mandell & Salzer, 2007). These alternative support networks are more difficult to maintain and require additional support when both parents have jobs outside the home, limited opportunity to leave home, a child with a low-incidence disability, or live in rural areas.…”

Section: Autism and Social Isolationmentioning

confidence: 98%

Participatory design of an autism community network to enhance community participation, health, and well-being

Carroll

Burge

Robertson

et al. 2010

Proceedings of the 1st ACM International Health Informatics Symposium

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We present a socio-technical design that illustrates how a community network health intervention can mobilize human resources across social boundaries, and enhance health and wellbeing for people on both sides of the boundary. We specifically address how to reduce the barriers to social engagement experienced by autistic individuals who want more supportive life opportunities. We focus on the social milieu of an American college town, on traditional town-gown boundaries, and on possibilities for integrating social resources within this context. Our design adopts community networking to not only connect autistic persons living within an existing social milieu (university undergraduates; local autistic children and their families), but also to integrate individuals across milieus. Our key design idea is that facilitating cross-milieu interactions can initiate and sustain a virtuous cycle of being helped by helping others.

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“…Enfoques interactivos como los que se promueven a través de Grupos Interactivos y Tertulias Literarias Dialógicas permiten hablar de un modelo social de la discapacidad, que algunos autores han asociado a la inclusión (Chenoweth y Stehlik, 2004;Nind y Cochrane, 2002). En este modelo la discapacidad no depende única ni principalmente del déficit, sino que es modulada de manera muy importante por el contexto dentro y fuera de la escuela.…”

Section: Conclusionesunclassified

Análisis de las Interacciones entre Alumnado y Diversas Personas Adultas en Actuaciones Educativas de Exito: Hacia la Inclusión de Todos y Todas

García-Carrión

Roldán

López

et al. 2016

Rev. latinoam. educ. inclusiva

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Más de 200 escuelas en Europa y más de 400 en Latinoamérica están implementando Actuaciones Educativas de Éxito (AEE) que están contribuyendo a la mejora educativa de alumnado muy diverso. Entre esta diversidad encontramos al alumnado con dificultades de aprendizaje y con discapacidad. En este artículo revisamos las aportaciones que dos AEE, los Grupos Interactivos y las Tertulias Literarias Dialógicas, están haciendo a la mejora del aprendizaje instrumental y social de todo el alumnado, y especialmente de aquellos con más dificultades. Nos centramos en el tipo de interacciones que estas AEE promueven entre el alumnado, con el profesorado y con otros adultos de la comunidad, en el impacto que estas interacciones tienen en su aprendizaje y participación en el grupo, para mostrar cómo estas AEE contribuyen a una educación inclusiva.Descriptores: Aprendizaje, Interacción, Comunidad, Alumnado con necesidades especiales.More than two hundred schools in Europe and more than four hundred schools in Latin American are implementing Successful Educational Actions (SEAs) that are contributing to academic success of diverse students. Among this diversity we find pupils with learning difficulties and with disabilities. In this article, we review the contributions that two SEAs -Interactive Groups and Dialogic Literary Gatherings-are making to improve academic and social learning for all students, and especially for those with more difficulties. We focus on the type of interactions that these SEAs promote among pupils, with teachers and other adults from the community. Particularly, our emphasis relies on the impact that these interactions have on their learning and on their participation within the group, to show how these SEAs contribute to an inclusive education.

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Implications of social capital for the inclusion of people with disabilities and families in community life

Cited by 67 publications

References 18 publications

Role of Canadian user‐led disability organizations in the non‐profit sector

Role of Canadian user‐led disability organizations in the non‐profit sector

Participatory design of an autism community network to enhance community participation, health, and well-being

Análisis de las Interacciones entre Alumnado y Diversas Personas Adultas en Actuaciones Educativas de Exito: Hacia la Inclusión de Todos y Todas

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