Bridging Conversations

2021 ◽  
Author(s):  
Simon van der Weele
Keyword(s):  
Multiple Disabilities ◽  
Judith Butler ◽  
Paradigm Case ◽  
Actual Care ◽  
Care Practices ◽  
Heuristic Devices

Both Judith Butler and Eva Kittay have formulated an ethics centered around concepts of dependency and vulnerability. However, they take these concepts into divergent normative directions. I trace these differences back to the contrasting empirical examples that inform their respective takes on dependency. Borrowing the words of Eva Kittay, I analyze their arguments in terms of “paradigm cases” of dependency. For Kittay, the paradigm case supporting her thought is a person with profound intellectual and multiple disabilities; for Butler, it is a refugee. Drawing out these paradigm cases brings the theoretical tensions between Butler and Kittay into sharp relief. Rather than resolving them, I suggest using the paradigm cases as heuristic devices to examine dependency in actual care practices.

scholarly journals Go to Fight! parents' experiences in caring for their disabled child / Ir à Luta! vivências dos pais nos cuidados do filho com deficiência

2022 ◽  
Vol 7 (12) ◽  
pp. 121646-121662
Author(s):  
Hilda Rosa Moraes de Freitas Rosário ◽  
Marcelo Medeiros ◽  
Simone Souza Costa Silva
Keyword(s):  
Grounded Theory ◽  
Children With Disabilities ◽  
Multiple Disabilities ◽  
Social Disadvantage ◽  
Methodological Framework ◽  
Social Perspective ◽  
Family Adaptation ◽  
Care Practices ◽  
The Universe ◽  
Parents Experiences

The objective was to understand the experience of parents in caring for children with disabilities. The Grounded Theory was adopted as a methodological framework, 9 parents of children and adults with intellectual or multiple disabilities were interviewed, between August/2015 and June/2016. The categories were obtained: Pre, peri, post-natal aspects, Posture assumed by the professional, Go to Fight! and Another world. It is, therefore, a parenting that is configured as these parents enter the Another world, which leads them to adjust their practices and beliefs about their child, about themselves and the universe of disability, sometimes under a perception of disability as a social disadvantage and incapacity, having as an intervening factor the Posture assumed by the professional, thus knowing these experiences from the GT allows: the improvement of care practices for these parents and their children, the planning of actions psychoeducational from a social perspective of disability in order to empower them and guide them about aspects of their children's development, enabling a look beyond the diagnosis and a more positive family adaptation.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

Passive resistance of hamstring muscles in children with severe multiple disabilities?

2000 ◽  
Vol 42 (8) ◽  
pp. 541-544 ◽  
Author(s):  
S Holt ◽  
S Baagøe ◽  
F Lillelund ◽  
S P Magnusson
Keyword(s):  
Multiple Disabilities ◽  
Passive Resistance ◽  
Hamstring Muscles
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