scholarly journals Teaching Disability Studies Together: The Importance of Having Instructors with Labels of Intellectual Disabilities

2021 ◽  
Vol 10 (3) ◽  
pp. 275-284
Author(s):  
Micah Fialka-Feldman ◽  
Mike Gill
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Disability Studies ◽  
Teaching Experience ◽  
Short Commentary ◽  
The University

This short commentary has two goals: 1) to share the unique co-teaching experience of two disabled instructors, one of whom has a label of intellectual disability, and 2) to discuss how we, as two white disabled men, try to incorporate the principles of disability justice in our efforts to disrupt bodymind hierarchies within and outside the university classroom and to share some of the resources we use.

scholarly journals Intellectual disability in higher education: Self-perceived training needs of university teachers

2021 ◽  
Vol 20 (1) ◽  
pp. 1-15
Author(s):  
Miguel Corbí ◽  
Monica Tombolato ◽  
Lidia Bueno-Sánchez ◽  
Katrien Hermans ◽  
Antonella Valenti ◽  
...  
Keyword(s):  
Higher Education ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Teaching Experience ◽  
Training Needs ◽  
University Teaching ◽  
Teaching Staff ◽  
Specific Training ◽  
Persons With Disabilities ◽  
People With Intellectual Disabilities

Introduction. The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities. Objective. This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. Methods. A cross-sectional study was carried out by means of a survey designed to collect the teachers' perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers. Results. The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. Conclusion. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people with intellectual disabilities in higher education.

scholarly journals “I be Dawg”: Intellectual Disability and the Animal Other in the Works of William Faulkner

2014 ◽  
Vol 34 (4) ◽  
Author(s):  
S. A. Larson
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Disability Studies ◽  
William Faulkner ◽  
Coping Mechanism ◽  
Paradoxical Effect ◽  
Psychological Coping ◽  
The Hamlet

<span>There is a considerable dearth of criticism that applies the critical lens of Disability Studies to the works of William Faulkner. This paper hopes to contribute to the discourse on Faulkner and disability by using a Disability Studies prospective to explore the intersection of intellectual disability and the psychological coping mechanism of dehumanization in the novels&nbsp;</span><span><em>Sanctuary</em></span><span>&nbsp;and&nbsp;</span><span><em>The Hamlet</em></span><span>. In both novels, characters with intellectual disabilities are depicted as animals. This paper argues that Faulkner's normate characters use dehumanization to marginalize, neglect, and even abuse characters with intellectual disabilities. However, the act of dehumanization has the paradoxical effect of calling attention to the humanity and sentience of characters with intellectual disabilities.</span>

Music, Intellectual Disability, and Human Flourishing

2016 ◽  
Author(s):  
Licia Carlson
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Disability Studies ◽  
Medical Model ◽  
The Self ◽  
Musical Experience ◽  
Human Flourishing ◽  
Critical Questions ◽  
People With Intellectual Disabilities ◽  
Ethical Relationships

This essay explores the various ways that music is relevant to the lives of people with intellectual disabilities. Moving beyond a therapeutic and medical model, musical experience can reveal certain dimensions of the self, establish ethical relationships, and promote new kinds of flourishing that, in turn, challenge dominant assumptions about the lives of people with intellectual disabilities. Taking music seriously also raises important critical questions for the field of Disability Studies regarding the marginalization of people with intellectual disabilities, the value of scientific and theoretical discourse, and the very meaning of “intellectual disability.”

Prejudice, Reverse Prejudice, and Positive Attitude towards Differences among People with Intellectual Disabilities

1994 ◽  
Vol 74 (3) ◽  
pp. 938-938 ◽  
Author(s):  
J. B. Beckwith
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Disability Studies ◽  
Positive Attitude ◽  
People With Intellectual Disabilities

Described is a study of attitudes towards differences among people with intellectual disabilities involving a sample of 468 tertiary students, of whom 135 were enrolled in a course on intellectual disability studies.

scholarly journals Technology-enhanced Learning for Promoting Technical and Social Competences in Hydrological Science

2021 ◽  
Author(s):  
Feliciana Licciardello ◽  
Simona Consoli ◽  
Giuseppe Cirelli ◽  
Carlos Castillo ◽  
Elvira Fernández-Ahumada ◽  
...  
Keyword(s):  
Geographical Information Systems ◽  
English Language ◽  
Teaching Experience ◽  
Geographical Information ◽  
Technology Enhanced Learning ◽  
Technical Knowledge ◽  
Academic Calendar ◽  
The University ◽  
Social Competences ◽  
Enhanced Learning

AbstractThis paper explains and analyses a virtual gamification experience developed by a teaching group from the University of Catania (Italy) and the University of Cordoba (Spain). A competition based on professional tasks about hydrological planning was implemented in two subjects on Hydrological Sciences. The teaching experience was designed to improve the acquisition of technical knowledge and skills needed for hydrological studies, promote the management of ICT and increase international cooperation between different universities; all aimed at making students more employable. The experience is transferable to different academic levels. Following the philosophy of soccer leagues, the students solved and presented the exercise by teams of two students. Through videoconference, the presentation and the explanation were done so the fans in each country supported their teams. The students found it a very challenging experience but at the same time, some of them were aware of their needs of improving technical knowledge, particularly Geographical Information Systems, and English language skills. Updating of tools and the schedule within the different academic calendar were their main organization handicaps. The main outcome of the presented experience is that social energy and enthusiasm associated to popular activities such as soccer led to improve the interest and the motivation of the students in challenging technical contents as well as teamwork and language transversal competences.

scholarly journals HRM practices that support the employment and social inclusion of workers with an intellectual disability

2017 ◽  
Vol 46 (8) ◽  
pp. 1475-1492 ◽  
Author(s):  
Hannah Meacham ◽  
Jillian Cavanagh ◽  
Amie Shaw ◽  
Timothy Bartram
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Social Inclusion ◽  
Well Being ◽  
Case Study Methodology ◽  
Content Type ◽  
Hrm Practices ◽  
Employment Participation ◽  
Recruitment And Selection ◽  
Hr Managers

Purpose The purpose of this paper is to examine how HRM practices enhance and/or impede the employment, participation, and well-being of workers with intellectual disabilities in three hotels located in Australia. Design/methodology/approach The research employs a case study methodology, including interviews with three HR managers, three department managers, 17 workers with intellectual disabilities, and focus groups of 16 supervisors and 24 work colleagues. Findings The research found that the opportunities to participate in work are driven primarily by developing a social climate that enables social cohesion through the altruistic motives of managers/supervisors and reciprocal relationships. Originality/value The findings lend support for the importance of both formal and informal HR practices, such as inclusive recruitment and selection, mentoring, and training and development, as well as individualised day-to-day support provided by supervisors and colleagues, to improve the participation and well-being of workers with an intellectual disability.

Music Therapy in Enhancing Learning Attention of Children with Intellectual Disability

2021 ◽  
Vol 9 (4) ◽  
pp. 363-367
Author(s):  
Akintunde Oluseyi Dada ◽  
Owoade Philip Adeleke ◽  
Samson Akinwumi Aderibigbe ◽  
Michael Adeife Adefemi ◽  
Martina Ayibeya Apie ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Music Therapy ◽  
Intellectual Disabilities ◽  
Rating Scale ◽  
Home School ◽  
Analysis Of Covariance ◽  
Moderator Variables ◽  
Treatment Package ◽  
Therapy Treatment ◽  
Children With Intellectual Disability

Inattention is one of the significant problems that inhibit learning among children with intellectual disabilities. However, several strategies and therapies have been developed to solve the problem. This study, therefore, investigates the effectiveness of music therapy in enhancing attention among children with intellectual disability. A pretest-posttest control experimental research design was adopted. The experiment was carried out for six weeks using Music Therapy Treatment Package on 24 children with intellectual disability that were randomly selected Modupe Cole Momerial Childcare and Treatment Home/School, Akoka, Yaba, Lagos. A validated Attention Observation Rating Scale (AORS) with a reliability coefficient of 0.88 was used for this study. Three hypotheses were tested in the study, and Analysis of Covariance (ANCOVA) was used for data analysis. This study revealed that music therapy is effective in enhancing attention among children with intellectual disabilities. Sex and level of severity of the disability were also tested as moderator variables, but they have no significant main or interaction effect with music therapy in enhancing attention for children with intellectual disability. The finding is that music therapy is significantly effective in enhancing attention for children with intellectual disability regardless of their sex or level of severity. It was concluded that attention deficit could be improved for children with intellectual disability. Therefore, Music therapy was recommended for use in the school with adequate teacher training.

How Persons with Intellectual Disabilities Are Fighting for Decision-Making Rights

2022 ◽  
Vol 121 (831) ◽  
pp. 30-35
Author(s):  
Chester A. Finn ◽  
Matthew S. Smith ◽  
Michael Ashley Stein
Keyword(s):  
Decision Making ◽  
Intellectual Disability ◽  
United Nations ◽  
Intellectual Disabilities ◽  
Legal Capacity ◽  
Disability Rights ◽  
Persons With Disabilities ◽  
New Approach ◽  
The United Nations

Paternalistic attitudes about what is in the interests of a person with an intellectual disability have long led to abuses, and are embedded in the guardianship laws still in place in most countries. Self-advocates, who identify as people with intellectual or other disabilities and are committed to demanding their rights and educating others about them, are calling for a new approach. They have found support for reforms in the Convention on the Rights of Persons with Disabilities, adopted by the United Nations in 2006 and since acceded to by 182 countries. By supporting the fundamental right of those with disabilities to make decisions, it has enabled disability rights advocates to successfully challenge legal capacity restrictions and push for “supported decision-making.”

Coping With Criticism and Praise

2015 ◽  
Vol 120 (3) ◽  
pp. 258-268 ◽  
Author(s):  
Lynn Esdale ◽  
Andrew Jahoda ◽  
Carol Pert
Keyword(s):  
Intellectual Disability ◽  
Positive Affect ◽  
Intellectual Disabilities ◽  
The Self ◽  
Self Perceptions ◽  
Stigma And Discrimination ◽  
People With Intellectual Disabilities ◽  
Study Participants

AbstractThrough experiencing stigma and discrimination, people with intellectual disability may become more sensitive to criticism from others and be less likely to believe praise. This study compared how people with and without intellectual disability viewed praise and criticism, using a vignette task developed for the study. Participants were asked to imagine someone saying something praiseworthy or critical and were then asked about their emotions, beliefs, and thoughts. People with intellectual disability were more likely to believe and be distressed by criticism. Contrary to predictions, this group were also more likely to believe praise and experience positive affect. The results suggest that the self-perceptions of people with intellectual disabilities is more dynamic and reliant on the views of others.

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