scholarly journals CASE STUDY ON UMBRELLA: A STARTUP MATRIMONIAL SERVICE FOR THE DISABLED IN INDIA 

2018 ◽  
Vol 4 (2) ◽  
pp. 41
Author(s):  
Archana Kumari
Keyword(s):  
The Disabled

scholarly journals The Fairness of Solidarity Bills under the Solidarity Value of Nowak and Radzik

Game Theory ◽  
2015 ◽  
Vol 2015 ◽  
pp. 1-12
Author(s):  
Lawrence Diffo Lambo ◽  
Pierre Wambo
Keyword(s):  
Shapley Value ◽  
Real World ◽  
Side Effect ◽  
Tu Games ◽  
Unwanted Side Effect ◽  
The Disabled ◽  
Threshold Position ◽  
To Receive

The solidarity value is a variant of the well-known Shapley value in which some sense of solidarity between the players is implemented allowing the disabled to receive help from the fortunate ones. We investigate on how fairly solidarity expenses are shared. We discuss the unwanted side effect of someone paying undue solidarity contributions as far as reversing his condition from a privileged to a needy person. A deeper case study is conducted for two classes of TU games that we obtain by modeling two real world business contexts. Here, we trace all player to player transfers of funds that arise when solidarity actions are processed, and we answer the question of who settles the solidarity bills. Also, we obtain the threshold position of a player below which he gets solidarity help, but above which he instead pays out donation.

‘I love my body’: Depictions of sex and romance in disability music culture

Sexualities ◽  
2017 ◽  
Vol 21 (3) ◽  
pp. 350-363
Author(s):  
Anthea Skinner
Keyword(s):  
Body Image ◽  
Political Correctness ◽  
People With Disabilities ◽  
Music Culture ◽  
Mainstream Media ◽  
Governmental Policy ◽  
Cultural Expectations ◽  
Music Scene ◽  
The Disabled

The international disability music scene is a thriving musical subculture consisting of performers self-identifying as disabled who use their performances to explore experiences of living with disability. As a genre predominantly written by, about and for people with disabilities, it provides a space for discourse about life with disability which is largely unmediated by governmental policy, political correctness or able-bodied facilitators. As such, it is a medium through which people with disability are free to express opinions about sex and romance rarely seen in mainstream media. This article examines the ways in which the topics of sexuality and romance are explored within disability music culture. It will focus on four case study songs, I Love My Body (1988) by Johnny Crescendo, Vagina Ain’t Handicapped (2011) by Laura Martinez, Def Deaf Girls (2012) by Sean Forbes and No Goodbyes (2012) by Rory Burnside and Rohan Brooks from Rudely Interrupted. These four songs will be used to explore the themes of body image, cultural expectations of the disabled body, the benefits of dating fellow members of the disability community and relationships. This article also draws on the author’s own experience as a person with disability and a musician in a band that regularly performs on the disability music scene.

scholarly journals PEER ACCEPTANCE, AND PERCEPTION OF ACCEPTANCE OF STUDENTS WITH VISUAL IMPAIRMENTS IN AN INCLUSIVE SETTING IN GHANA / ACCEPTATION PAR LES PAIRS, ET PERCEPTION DE L'ACCEPTATION DES ÉLÈVES DÉFICIENTS VISUELS DANS UN ENVIRONNEMENT INCLUSIF AU GHANA

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Alexander Gariba ◽  
Adam Awini
Keyword(s):  
Special Educators ◽  
Peer Acceptance ◽  
Visual Impairments ◽  
Resource Teachers ◽  
Case Study Design ◽  
Inclusive Schools ◽  
The Disabled ◽  
Personnes Handicapées ◽  
Participation Sociale

<p>This study explored the level of peer acceptance of students with visual impairments and their perception of acceptance by their sighted peers in an inclusive setting in Ghana using the case study design. Twenty students with visual impairments and two resource teachers were sampled based on census sampling for the study. Interview data were coded and analysed using the thematic approach. The study indicated that students with visual impairments were accepted by their sighted peers, more especially, based on their social skills and academic prowess. The study further revealed that students with visual impairments have a positive perception about their social participation in the school. Although the students were fairly satisfied about their participation, they expressed their frustration on how some teachers’ instructions excluded them in class. It was recommended among others in the study that teachers in inclusive schools should organise more counselling or sensitisation programmes for all students to educate them on issues of disabilities and how to ensure friendly relationships between students with and those without disabilities. This would promote better acceptance of the disabled by those without disabilities. Resource persons who are special educators are also encouraged to periodically sensitize teachers on classroom instructions.</p><p> </p><p>Cette étude a exploré le niveau d'acceptation par les pairs des étudiants ayant de déficiences visuelles et leur perception de l'acceptation par leurs pairs voyants dans un environnement inclusif au Ghana, en utilisant la conception d'étude de cas. Vingt étudiants ayant de déficiences visuelles et deux enseignants-ressources ont été sélectionnés sur la base d'un échantillonnage de recensement pour l'étude. Les données issues de l’entretien ont été codées et analysées à l'aide de l'approche thématique. L'étude indique que les étudiants malvoyants sont acceptés par leurs pairs voyants, plus particulièrement en raison de leurs compétences sociales et de leurs prouesses scolaires. L'étude a également révélé que les étudiants ayant de déficiences visuelles ont une perception positive par rapport à leur participation sociale à l'école. Bien que les étudiants soient assez satisfaits de leur participation, ils ont exprimé leur frustration sur la façon dont certains enseignants les excluent au cours de l’enseignement en classe. L'étude recommande, entre autres, que les enseignants des écoles inclusives organisent davantage de programmes de conseil ou de sensibilisation pour tous les élèves afin de les éduquer sur les questions de handicap et sur la manière d'assurer des relations amicales entre les élèves handicapés et non handicapés. Cela favoriserait l'acceptation des personnes handicapées par les personnes non handicapées. Les personnes ressources qui sont des éducateurs spécialisés sont également encouragées à sensibiliser périodiquement les enseignants sur l’enseignement en classe.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

Can The Disabled Musician Sing?

2020 ◽  
pp. 567-589
Author(s):  
Adam Patrick Bell ◽  
Jesse Rathgeber
Keyword(s):  
Social Media ◽  
Assistive Technology ◽  
Disability Studies ◽  
Critical Case ◽  
Music Learning ◽  
Viral Video ◽  
Music Making ◽  
The Disabled ◽  
Critical Case Study

This chapter investigates uses of social media by disabled musicians/musicians with disabilities (DM/MwD). It first frames social media as assistive technology, examining how the platforms SingSnap, Bandhub, and Facebook are used by disabled musicians/musicians with disabilities to connect with others and create content. The discussion proceeds with an examination of how this content is perceived and may be (mis)represented and (mis)appropriated by nondisabled audiences. Using a viral video of Julia Maritza Ceja Medina as a critical case study, the analysis applies disability studies literature by examining how content generated by disabled musicians/musicians with disabilities can become inspiration pornography. The authors conclude by noting both the positive and problematic potentials of social media in the music learning and music making of disabled musicians/musicians with disabilities.

Musings From the Streets of India: Voice for the Disabled Who Are Nonverbal

2019 ◽  
Vol 26 (7) ◽  
pp. 827-832 ◽  
Author(s):  
Anjali J. Forber-Pratt
Keyword(s):  
The Disabled ◽  
Methodological Approaches ◽  
The Voice

What is the appropriate method of “interviewing” individuals with more involved disabilities who are nonverbal? As part of a larger case study looking at inclusion in India for disabled1 girls, this work raises questions about what happens when we inadvertently or systematically privilege certain ways of communicating over others without providing accommodations or adaptions. This practice perpetuates ableism by only including some disabled voices, but not all. This article interrogates questions of voice and agency and provides examples of methodological approaches to center the voice of one disabled student who also carries the label of being nonverbal.

Sign in / Sign up

Export Citation Format

Share Document