'Learning Difficulties', the Social Model of Disability and Impairment: Challenging epistemologies

Goodley, Dan

doi:10.1080/09687590120035816

Cited by 262 publications

(192 citation statements)

References 34 publications

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“…Despite being considered the leading socio-economic health care problem in developed countries (Salvador-Carulla & Bertelli, 2008), members of the public frequently show a limited understanding of ID (Gordon, Feldman, Tantillo, & Perrone, 2004;Mencap, 2008). Individuals with ID are often viewed as nonhuman and as the outsiders of society (Goodley, 2001;Carlson, 2010;Milner & Kelly, 2009;Spassiani & Friedman, 2014). For example, Scior (2011) found that individuals without a disability want greater social distance from people with ID than from those with physical disabilities.…”

Section: Overview Of the Issuementioning

confidence: 99%

Developing a Mathematics Module for Students with Intellectual Disability in Higher Education

Prendergast

Spassiani²,

Roche³

2017

IJHE

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Students with intellectual disability (ID) have to overcome many barriers and difficulties in order to access all levels of education and partake in college life. Thankfully, educational institutes around the globe are slowly beginning to examine how they can support equal rights of individuals with ID. In Ireland, one university has recently accredited an innovative higher education programme for college students with intellectual disabilities. One of the emergent modules focuses on mathematics and realises the important role that numeracy plays in today's society. Despite the increased emphasis on general mathematics education, the authors found there to be a dearth of research regarding the development of such a module for students with ID. This paper describes the design and development of the mathematics module and also details its piloting and evaluation with a cohort of students with ID who were enrolled in a higher education course in an Irish university.

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Section: Overview Of the Issuementioning

confidence: 99%

Developing a Mathematics Module for Students with Intellectual Disability in Higher Education

Prendergast

Spassiani²,

Roche³

2017

IJHE

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“…It moves the discussion into the mainstream so that the lived experiences of adults with a learning disability "can highlight the other sides to life that are often ignored by dominant institutions and practices" (Goodley, 2001, p. 218 as cited from Gillman et al, 1997.…”

Section: Resultsmentioning

confidence: 99%

“…Learning disabilities cannot be confined to a medical diagnosis only. It needs to be examined within the social, political and cultural spheres that shape a society (Goodley, 2001, p. 212 as cited from Morris, 1969;Korbin, 1986).…”

mentioning

confidence: 99%

Programs and Social Supports for Adults with a Learning Disability in Trinidad: Policy Review and Analysis

Mack

2014

CJDS

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Ten stakeholder groups were interviewed regarding programs and policies implemented by the Government of Trinidad and Tobago in light of its National Policy on Persons with Disabilities, and being a signatory to the United Nations Convention on the Rights of Persons with Disabilities. Collectively, the Policy and Convention symbolise a shift in how learning disabilities are dealt with within the public and private sectors in Trinidad and Tobago. The result of the ten in-field interviews revealed that adults with a learning disability are not afforded equal opportunity in achieving educational and vocational goals as their non-disabled peers. As a result of this marginalisation, adults with a learning disability experience continuous exclusion in their economic, social and political lives. This research shows that political will must further manifest into enacted legislation. Legislation that protects and advocates for the rights of persons with disabilities would empower community organizations, practitioners, caregivers/support workers of persons with disabilities, and more importantly adults with a learning disability. Legislation would provide a robust framework upon which public policy can underpin sustainable social programs. This would allow for social inclusion, special education accommodations, and ultimately effect positive outcomes in the lived experiences of adults with a learning disability.

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“…In contrast, a more social model posits that AS cannot be simply understood in terms of neurological problems (Molloy and Vasil 2002) and is, in part, socially constructed (Goodley 2000(Goodley , 2001) so that people with AS are dis-abled by society rather than by their impairments. In line with this ontological understanding of AS is a geographical perspective (see Imrie 2000) which considers ableist attitudes towards disabled people.…”

Section: Introductionmentioning

confidence: 99%

Experiences of university life for students with Asperger’s Syndrome: a comparative study between Spain and England

Casement

Pinos

Forrester‐Jones

2016

International Journal of Inclusive Education

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Research has consistently shown that young people with Asperger's Syndrome (AS) are likely to experience increased anxiety during new social situations yet studies have been regionally and culturally bound with no sense of how experiences or practice differs across countries. The aim of this study was to explore how higher education students with AS experienced attending university in two European countries: the UK and Spain. The objective was to find out if experiences differed between the two countries in relation to contrasting support arrangements and what kinds of interventions might aid students' social well-being at university; an important learning outcome for future practice. This small-scale comparative exploratory study incorporated life-history interviews with nine students with AS. The interviews were transcribed verbatim and subjected to Interpretative Phenomenological Analysis. Four superordinate themes with seven sub-themes emerged from the data which were significant to both groups of students in Spain and the UK attending university. These were 'meeting new people', 'special interests', 'environment' and 'support mechanisms'. Students with AS need and want clear, unambiguous and structured information from academics; support to get to know others in 'small social networks' such as special interest peer groups; more designated 'quiet zones' across campuses; and above all, a move away from ableist notions of AS. To our knowledge, this is the only Spanish-UK comparative study of university students with AS.Keywords: Asperger's Syndrome; Higher Education; Student experiences; Spain; England AcknowledgementsThe Spanish part of the project was funded by the European Union Fondo Europeo de Desarrollo Regional and we thank them for their generosity. We also thank the two anonymous referees for their insight and comments. We particularly thank the participants for their time and contribution.

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'Learning Difficulties', the Social Model of Disability and Impairment: Challenging epistemologies

Cited by 262 publications

References 34 publications

Developing a Mathematics Module for Students with Intellectual Disability in Higher Education

Developing a Mathematics Module for Students with Intellectual Disability in Higher Education

Programs and Social Supports for Adults with a Learning Disability in Trinidad: Policy Review and Analysis

Experiences of university life for students with Asperger’s Syndrome: a comparative study between Spain and England

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