Intellectual Disability and Space: Critical Narratives of Exclusion

Gabel, Susan L.; Cohen, Carie J.; Kotel, Kathleen; Pearson, Holly

doi:10.1352/1934-9556-51.01.074

Cited by 16 publications

(8 citation statements)

References 18 publications

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“…Several studies have used a narrative approach to provide a better understanding of the lives of people with ID (e.g., Gabel, Cohen, Kotel, & Pearson, 2013;Hamilton & Atkinson, 2009;Marshall & Tilley, 2013;McClimens, 2002;Roberts & Hamilton, 2010;Van Hove et al, 2012;Welsby & Horsfall, 2011). These studies have shown the myriad of problems that people with ID encounter in their lives, including work and leisure, institutional changes, difficult social relations, bullying, stigmatization, and abuse.…”

Section: Story Work For People With Intellectual Disabilitymentioning

confidence: 99%

Who Am I? A Life Story Intervention for Persons With Intellectual Disability and Psychiatric Problems

Westerhof

Beernink

Sools

2016

Intellectual and Developmental Disabilities

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This article describes an innovative intervention based on narrative and life review therapy that is tailored to people with intellectual disability (ID) and psychiatric problems. The current study provides a first evaluation of the intervention. A symptom checklist (SCL-90) was used in a pre- and post-follow-up design, and a qualitative evaluation of the intervention was carried out with 25 participants. Results showed large changes in psychiatric symptoms, in particular on depression, anxiety, obsessive-compulsive disorder, and interpersonal sensitivity. Participants were mainly positive in their general explicit evaluations of the therapy as well as on personal learning points, intervention-specific, group-related, and therapist-related aspects. It is concluded that the intervention is promising for the treatment of people with ID and psychiatric complaints.

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Section: Story Work For People With Intellectual Disabilitymentioning

confidence: 99%

Who Am I? A Life Story Intervention for Persons With Intellectual Disability and Psychiatric Problems

Westerhof

Beernink

Sools

2016

Intellectual and Developmental Disabilities

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“…Sebagai salah satu upaya mengikuti kebijakan pemerintah maka sekolah menerapkan labelisasi terhadap penyandang disabilitas intelektual. Tindakan labelisasi diterapkan sekolah karena mereka mencoba menciptakan suasana yang kondusif secara institusi (institutionally condusive setting) (Gabel, Cohen, Kotel, & Pearson, 2013). Pelabelan dianggap juga sebagai salah satu cara untuk mempermudah mengenali para penyandang disabilitas intelektual.…”

Model Penyelenggaraan Pendidikan Inklusif bagi Penyandang Disabilitas Intelektual: Studi Kasus di DKI Jakarta

Kristiyanti¹

2019

Ind. Jour. Religion and Society

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This study aims to develop a model for the implementation of inclusive education for people with intellectual disabilities in DKI Jakarta. As a region that has local regulations on the protection of persons with disabilities, DKI Jakarta government has not yet been able to ensure the fulfillment of the education rights of children with intellectual disabilities. This study used a single instrumental case study approach and was carried out in DKI Jakarta. Data collection is done through in-depth interviews and textual analysis. The results show that social exclusion occurs because of cultural barriers due to stigma, labeling, prejudice, stereotypes, and structural barriers due to discriminatory policies. Both of barriers can be reduced by organizing inclusive education for persons with intellectual disabilities. The model for implementing inclusive education developed not only focuses on developing the life skills of individuals with intellectual disabilities, but also strengthening and developing the surrounding environment and society. Thus, children with intellectual disabilities can be independent and participate in society.

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“…and the writings of scholars associated with US Third World feminism (Sandoval, 2000). The exploration of schooling and disability have typically assumed places as possessing fixed, stable boundaries (for exceptions, see Armstrong, 1999;Gabel, Cohen, Kotel & Pearson, 2013). In recent years, many scholars have disrupted essentialist and binary notions of place and space, marking the "spatial turn" in social science research (Larsen & Beech, 2014;Massey, 1993Massey, , 1994Massey, , 2009Soja, 2010).…”

Section: "Cripping" Inclusion: the Affordances Of Crip Theory Feminis...mentioning

confidence: 99%

Precarious, Debilitated, and Ordinary: Rethinking (In)Capacity for Inclusion

Naraian¹

2019

Proceedings of the 2019 AERA Annual Meeting

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As the effects of high-stakes accountability mandates increasingly impact curricular enactments in schools, careful investigations of the "how" of inclusion may allow the disclosure of its complexity to stretch the ways in which it is currently theorized. Drawing on a series of ethnographically-oriented studies of inclusive practices in schools, I have extracted three canonical elements of schooling that have remained largely unexamined within curricular theorizing for social justice, namely: the durability of place and time in the discourse of schooling and inclusion; the centrality of learning need within conceptions of inclusion; and, the necessity for agents of change to promote inclusion. Deploying an intertwined theoretical framework that includes critical disability studies, spatial theory, and writings of US Third World feminists, I argue that these elements collectively compel a (re)consideration of capacity within the construct of inclusion that can then evoke alternate imaginings of inclusive practice.(In)capacity for inclusion Precarious, debilitated and ordinary: Rethinking (in)capacity for inclusionThe idea that my being, my attitudes, and my feelings of truth or morality are the products of histories beyond my control, induces the fear that every step forward I might take will simply serve to reproduce the worst of these histories … (Gina, preservice special educator, written reflection, 2014)Capacity is not discretely of the body. It is shaped by and bound to interface with prevailing notions of chance, risk, accident, luck and probability, as well as with body limits/incapacity, disability and debility.

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Intellectual Disability and Space: Critical Narratives of Exclusion

Cited by 16 publications

References 18 publications

Who Am I? A Life Story Intervention for Persons With Intellectual Disability and Psychiatric Problems

Who Am I? A Life Story Intervention for Persons With Intellectual Disability and Psychiatric Problems

Model Penyelenggaraan Pendidikan Inklusif bagi Penyandang Disabilitas Intelektual: Studi Kasus di DKI Jakarta

Precarious, Debilitated, and Ordinary: Rethinking (In)Capacity for Inclusion

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