Self-presentations and intellectual disability

Abstract

The aim of this article is to demonstrate how some young individuals who are labelled as having intellectual disabilities present themselves and how they understand and relate to the fact that they are included in the category of intellectual disability. The article draws on findings from a study based on participant observation and semi-structured interviews with seven young adults about their self-understanding and daily life experiences. During the data gathering period, which lasted for two years, the participants were followed in their daily activities, at home, at work, and in their leisure time. The study shows that the participants were well aware of their impairments. However, they resisted the notion that intellectual disability should be central to defining who they are.

How do people with intellectual disabilities construct their social identity? A review

“…Further to this, despite most people being aware of their intellectual disability (irrespective of the actual level of awareness and understanding), the results from many of the studies suggest that it may not be considered an important part of their identity. Instead, they often focus on other attributes, roles, and competencies when describing themselves, and rarely refer to their intellectual disability in self‐presentations (Davidson, Smith, & Burns, ; Dorozenko, Roberts, & Bishop, ; Kittelsaa, ). Finlay and Lyons () found that when individuals with intellectual disabilities were asked to describe themselves (but were not asked specifically about their intellectual disability) in an interview, only four out of 36 participants used the label (or a synonym) when referring to themselves.…”

‘I Want to Participate!’ Young Adults with Mild to Moderate Intellectual Disabilities: How to Increase Participation and Improve Attitudes

“…They wanted to be treated like ordinary citizens and did not wish to be identified as people with disabilities (Olin & Ringsby Jansson 2009;Molin 2008;Kittelsaa 2014). Like most people, they did not wish to be placed in categories which had a negative connotation (Kittelsaa 2014). The result shows that the participants wished to express their opinions and to influence their working day.…”

“…Young people with intellectual disabilities want to be independent and live like others do. They do not want others to define who they are (Kittelsaa 2014). Expectations from teachers are important for young adults in the transition from school to work.…”

“…Young people with intellectual disabilities do not want to be discriminated against. They wish to be independent, and to live and be treated like everyone else (Kittelsaa 2014). The treatment of people with disabilities is affected by attitudes and values in society (Government of Sweden 1999).…”

The identities and social roles of people with an intellectual disability: challenging dominant cultural worldviews, values and mythologies

“…It is, however, important to note that this does not exclude the possibility of other people with intellectual disability being unware of this label or wanting to deny those aspects that make them 'different' in the eyes of broader society. Indeed, the label 'intellectually disabled' is so negatively loaded that distancing oneself from this categorical identity can serve a protective function(Kittelsaa 2013). burdensome Some Members interviewed spoke of being a burden or an inconvenience to their parents, suggesting that they had internalised a stigmatised view of self.…”