Introduction, Background, and History

Brewer, Elizabeth; Brueggemann, Brenda Jo; Hetrick, Nicholas; Yergeau, Melanie

doi:10.4135/9781452218335.n1

Cited by 7 publications

(5 citation statements)

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“…This model shares the social model's understanding that the experience of disability is socially constructed, but differs to the extent that it 'claims disability as a positive identity' (Brewer et al 2012:5). Brewer et al (2012) offer the following illuminating definition, which also explains how the identity model departs from the social model's approach:…”

Section: The Identity Model: Disability As An Identitymentioning

confidence: 99%

Models of disability: A brief overview

Retief

Letšosa

2018

HTS Teologiese Studies / Theological Studies

189

102

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Critical reflection on the importance of shaping disability-friendly – or disability-inclusive – congregations has enjoyed increasing attention in the field of practical theology in recent years. Moreover, the development of disability theology is a testament to the fact that practical theologians and the wider church community have taken serious notice of the realities and experiences of people with disabilities in our time. Nevertheless, even before the task of engaging in theological reflection from a disability perspective commences, it is necessary that theologians acquaint themselves with the various models of disability that shape people’s perceptions and ideas about people with disabilities. Guided by the principles of the interpretive task of practical theological investigation and cognizant of the importance of models of disability in shaping perceptions regarding people with disabilities, this article seeks to provide a brief overview of nine of the most dominant models of disability that are prevalent in our time. We shall utilise the typological approach to theoretical analysis in order to outline the basic characteristics of the various models.

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Section: The Identity Model: Disability As An Identitymentioning

confidence: 99%

Models of disability: A brief overview

Retief

Letšosa

2018

HTS Teologiese Studies / Theological Studies

189

102

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“…Through their actions, the women interviewed who implemented relationship management strategies to influence interpersonal and organizational factors, fostered the development of role models. The women who disrupted the "norm, " forged a positive definition of disability identity (Brewer et al, 2012) through drawing on their experiences and circumstances. Subsequently, these women were sought as consultants by organizations to develop good workplace practices related to gender and disability.…”

Section: Discussionmentioning

confidence: 99%

“…While acknowledging the fundamental premise of the centrality of social construction of lived experience in the social approach to disability, Brewer et al (2012) have argued that disability can be also be viewed as a positive identity and forge "a positive definition of disability identity based on experiences and circumstances that have created a recognizable minority group called "people with disabilities" (p. 5). Social identity can be formed through association with one or multiple personal or group characteristics.…”

Section: Critical Disability Theorymentioning

confidence: 99%

Workplace Experiences of Women With Disability in Sport Organizations

Hanlon

Taylor

2022

Front. Sports Act. Living

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Women with disability often experience barriers to employment and career progression, most notably in hyper-masculinised industry sectors such as sport. Applying an intersectionality lens and insights from critical disability theory, this research explores the lived experiences of eight women with varying types of disability through their stories of working and volunteering in sport organizations in Victoria (Australia). Analyses of the interviews highlighted the importance that these women attached to their identity as a woman with disability and the intrapersonal and organizational factors that impacted on initial sport workplace attraction and retention. The findings discuss the relationship management strategies adopted to manage these factors in workplace interactions. The interactive effect between disability and gender contributes to building a meaningful understanding of the intersectionality for women with disability in sport organizations.

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“…Grief over not being 'normal' is not mandatory, and experiences are not always shaped by others' perceptions (Swain and French, 2008). Rather than being consumed by societal and environmental barriers which inhibit daily life, the affirmation model focuses on a positive disability identity, akin to that of ethnicity or other protected characteristics, together with the shared experience of engaging with a world that is very much designed by and for the neurotypical or non-disabled majority (Brewer, Brueggemann, Hetrick and Yergeau, 2012).…”

Section: Affirmation Model Of Disabilitymentioning

confidence: 99%

Using developmental mentoring and coaching approaches in academic and professional development to address feelings of ‘imposter syndrome’

Kolontari¹,

Lawton

Rhodes

2023

JPAAP

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We are three women who have all helped each other in our university careers. We are from different backgrounds, have varying educational experiences and have different roles. All three of us are neurodiverse and champion inclusive learning, teaching, and assessment in our professional roles and from personal experiences. Developmental mentoring and coaching brought us together to address feelings of discomfort in work situations where we second guess our own abilities. We have felt the effects of ‘imposter syndrome’ (Clance & Imes, 1978) but through mentoring we recognize our successes are justified. In this article we question the notion of ‘imposter syndrome’ and ask why this might be disproportionally applied to women (Tulshyan & Burey, 2021). We also offer an affirmation model of disability (Swain & French, 2000) as a framework, asking how this can be applied in a broader intersectional context. Recognising our abilities and not having a tragic view of disabilities has enabled us to challenge attitudes towards inclusive learning and teaching. We can all demonstrate our abilities but some of us would like to do this differently than in a Higher Education traditional environment. We give a theoretical, personal, and professional context and appraise two different mentoring models - sponsorship and development (Megginson, Clutterbuck, Garvey, Stokes and Garret-Harris, 2006), reflecting on how developmental mentoring and coaching can be used for academic and professional development related to inclusive learning and teaching.

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Introduction, Background, and History

Cited by 7 publications

References 0 publications

Models of disability: A brief overview

Models of disability: A brief overview

Workplace Experiences of Women With Disability in Sport Organizations

Using developmental mentoring and coaching approaches in academic and professional development to address feelings of ‘imposter syndrome’

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