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Books > Social sciences > Sociology, social studies > Social issues > Disability: social aspects
Sensory-being: the enveloping of natural presentness and awareness
in an unfolding sensory moment. Sensory Beings: people whose
experience of the world, and meaning within it, is primarily
sensory. Often these are people who do not have access to language.
If you support someone who understands the world in a primarily
sensory way, for example someone with PMLD or later stage dementia,
you will recognise that they often face periods of time in which
they are left without an activity they can access. This unique,
practical guide helps you to plan and deliver sensory activities
that lead people into a calm, focused state. You are even invited
to let the person you support lead you into a state of sensory
focus. Written by a leading sensory specialist this book will help
you to: View the world as the person you support may view it, and
identify times when a sensory-being activity may be appropriate.
Understand how to select and create the most engaging, low cost,
sensory foci to suit the specific needs of the individuals in your
care. Effectively facilitate sensory-being sessions from start to
finish so that the people you care for receive the full and many
benefits of calm, focused time. Tried and tested in a diverse range
of settings prior to publication, these techniques and practical
tools have already helped many people provide an enriched
experience of life for those in their care. Throughout the book you
will find numerous case studies and insights from parents, carers,
special school practitioners, therapists, research institutions and
more so that you can benefit from this broad body of experience.
The Story of My Life (1903) is the autobiography of Helen Keller.
Written while she was an undergraduate student at Radcliffe College
in Cambridge, Massachusetts, The Story of My Life was a joint
effort between Keller, her teacher Anne Sullivan, and Anne's
husband John Macy. "Gradually I got used to the silence and
darkness that surrounded me and forgot that it had ever been
different, until she came-my teacher-who was to set my spirit free.
But during the first nineteen months of my life I had caught
glimpses of broad, green fields, a luminous sky, trees and flowers
which the darkness that followed could not wholly blot out. If we
have once seen, 'the day is ours, and what the day has shown.'"
After losing her hearing and sight as an infant, Helen Keller
received a life-changing education from her dedicated teacher Anne
Sullivan, herself vision impaired. As she learned to communicate
through signs, she found an innate determination to surpass the
expectations of those around her, eventually becoming the first
deafblind person to obtain her Bachelor of Arts. Her autobiography
is a rich retelling of the first twenty-one years of Keller's life,
a period marked by tragedy and miracle alike, shaping her into one
of the twentieth century's leading civil rights activists and
public speakers. With a beautifully designed cover and
professionally typeset manuscript, this edition of Helen Keller's
The Story of My Life is a classic of American literature reimagined
for modern readers.
Many people find themselves without the experience or skills to
deal with individuals with behaviour they do not like or find
threatening. This much- needed new text provides insights and
access to a range of therapeutic interventions. The book is divided
into three sections. The first provides theoretical background,
addresses legal and ethical issues, and raises questions about the
language we use to describe behaviour we find difficult to
understand. This is followed by the main part of the book and
descriptions of seven different approaches and interventions. The
third section of the book discusses the problematic nature of
evidence for choosing particular interventions and therapies.
Attractively presented, the book includes: case studies reader
activities lists of resources, such as annotated bibliographies,
addresses of organisations and website addresses This text will be
of benefit to anyone working in health and social services,
educational, and independent settings, as well as students, parents
and carers. Written and edited by an interdisciplinary group of
expert contributors, this book provides a unique resource that
details a wide range of therapeutic interventions in one
text.Accessible exploration of what constitutes behavioural
distress Range of therapies covered includes arts therapies, gentle
teaching, and behavioural interventionsUnique chapter on examining
the evidence based for these therapies Colour plate sectionCase
studies, reader activities and resource lists including web sites
Religion plays a critical role in determining how disability is
understood and how persons with disabilities are treated. Examining
the world's religions through the lens of disability studies not
only peers deeply into the character of a particular religion, but
also teaches something brand new about what it means to respond to
people living with physical and mental differences. Disability and
World Religions introduces readers to the rich diversity of the
world's religions-Buddhism, Judaism, Islam, Christianity, Hinduism,
Confucianism, Daoism, and Native American traditions. Each chapter
introduces a specific religious tradition in a manner that offers
innovative approaches to familiar themes in contemporary debates
about religion and disability, including personhood, autonomy,
community, ability, transcendence, morality, practice, the
interpretation of texts, and conditioned claims regarding the
normal human body or mind. By portraying varied and complex
perspectives on the intersection of religion and disability, this
volume demonstrates that religious teachings and practices across
the globe help establish cultural constructions of normalcy. The
volume also interrogates the constructive role religion plays in
determining expectations for human physical and mental behavior and
in establishing standards for measuring conventional health and
well-being. Disability and World Religions thus offers a respectful
exploration of global faith traditions and cultivates creative ways
to respond to the fields of both religious and disability studies.
'Challenging' behaviours are common among people with intellectual
disabilities, resulting in significantly reduced quality of life.
These may include aggression, self-injury, destructiveness,
hyperactivity and inappropriate social conduct. This new edition
provides a concise, accessible and contemporary summary of current
knowledge about challenging behaviour, drawn from psychology,
psychiatry, medicine and public health. Fully updated and revised,
it includes comprehensive coverage of the epidemiology and
aetiology of challenging behaviours, and evidence of the efficacy
and effectiveness of different approaches to intervention. This
edition contains significantly expanded sections on the emergence
and development of challenging behaviour and strategies for
prevention, at the level of both individuals and service systems.
Essential reading for students undertaking professional training in
health and related aspects of intellectual disabilities, including
psychologists, psychiatrists, nurses, teachers and social workers.
This book is a key text for professional staff delivering health,
educational and social care services to people with intellectual
disabilities.
In this new edition, the editors and contributors update and expand
on the educational framework that was introduced in the first
edition for rethinking disability in public health study and
practice and for attaining the competencies that should accompany
this knowledge. The second edition highlights key areas of research
that have emerged since the first edition was published. This
edition includes new and updated chapters that have particular
relevance for public health practice: Disability,
Intersectionality, and Inequity: Life in the Margins Disability and
Health Programs: Emerging Partners Children with Special Healthcare
Needs Disasters and Disability: Rhetoric and Reality
Inter-relationship of Health Insurance and Employment for People
with Disabilities Public Health, Work, and Disability Actions to
Prepare a Competent Workforce Public Health Perspectives on
Disability: Science, Social Justice, Ethics, and Beyond, 2nd
Edition, is an essential resource for public health educators and
practitioners as well as students in graduate schools of public
health throughout the United States.
Nurses and others in the front-line(paramedics, ambulance staff,
hospital and GP receptionists, social workers etc) are reporting an
increasing incidence of violence and aggression from
patients/clients. Some of these outbursts have resulted in
permanent injury, even death, to the health care worker. The book
is structured so that the notion of violence becomes more explicit
with each succeeding chapter, until finally the violent outburst
arrives. It offers practical prevention and management strategies,
based on sound research, and provides a comprehensive view of the
problem which will be of value to people working in a variety of
clinical situations.Topical, vital subject Excellent mix of theory
and practiceWide appeal to a variety of nurses and other
professionals
For almost sixty years, media technologies have promised users the
ability to create sonic safe spaces for themselves-from bedside
white noise machines to Beats by Dre's "Hear What You Want" ad
campaign, in which Colin Kaepernick's headphones protect him from
taunting crowds. In Hush, Mack Hagood draws evidence from
noise-canceling headphones, tinnitus maskers, LPs that play ocean
sounds, nature-sound mobile apps, and in-ear smart technologies to
argue the true purpose of media is not information transmission,
but rather the control of how we engage our environment. These
devices, which Hagood calls orphic media, give users the freedom to
remain unaffected in the changeable and distracting spaces of
contemporary capitalism and reveal how racial, gendered, ableist,
and class ideologies shape our desire to block unwanted sounds. In
a noisy world of haters, trolls, and information overload, guarded
listening can be a necessity for self-care, but Hagood argues our
efforts to shield ourselves can also decrease our tolerance for
sonic and social difference. Challenging our self-defeating
attempts to be free of one another, he rethinks media theory, sound
studies, and the very definition of media.
A much needed practical nursing text addressing the complex
problems posed by the growing number of elderly people with mental
health problems. The book can be used as an everyday companion for
qualified nurses or for teaching health care assistants and
students about practical interventions, therapeutic approaches and
for developing knowledge and attitudes. Wider issues are
considered, including the care continuum through acute to
continuing care, and different care environments. * Practical
advice for dealing with every-day problems * Examines common mental
health problems in depth, to develop nurses' understanding of
clients' needs * Positive approach, challenging stereotypical views
and giving guidance for good care practices
The shift in the care of people with serious mental illness to
community-based care has been the subject of intense policy,
educational and research activity, yet the provision of effective
services remains problematic. This book brings together experts
from a range of disciplines to provide a comprehensive and
contemporary account of community services. Section I: Contemporary
Issues in Community Health Care Services provides an informed and
critical overview of the effect of policy framework, organizational
structures, economic issues and the principles of 'good' practice
in the provision of community services for people with serious
mental health problems. Section II: Specific Intervention
strategies summarises much of the work to date on working
effectively with people who have serious mental health problems. It
combines research evidence and practical illustrations of
approaches and interventions with informed comment on their
efficacy and implementation in routine clinical practice. Chapters
include key points, case studies, questions for reflection and
discussion and suggested further reading. Relevant research and
evidence is cited throughout and the need for further research in
this area are emphasised. All students and practitioners involved
in planning, providing and evaluating services for people who have
serious mental health problems will find this book an invaluable
source of information for developing and delivering effective
services.Leading editors and contributors Multidisciplinary
perspectives, includes contributions from nurses, social workers,
OTs and clinical psychologistsEvidence-based First book to provide
a comprehensive and practical overview of strategies for working in
this areaFocuses on practice through case-studies
This "Handbook" represents the first comprehensive collection of
research on communication and people with disabilities. The editors
have brought together original contributions focusing on the
identity, social, and relationship adjustments faced by people with
disabilities and those with whom they relate. Essays report on
topics across the communication spectrum--interpersonal and
relationship issues, people with disabilities in organizational
settings, disability and culture, media and technologies,
communication issues as they impact specific types of
disabilities--and establish a future agenda for communication and
disability research. Each chapter provides a state-of-the-art
literature review, practical applications of the material, and
keywords and discussion questions to facilitate classroom use.
In providing an outlet for current research on communication and
disability issues, this unique collection contributes to the lives
of people with and without disabilities, helping them to improve
their own communication and relationships. Intended for readers in
communication, psychology, sociology, rehabilitation, social work,
special education, gerontology, and related disciplines, this
handbook is certain to augment further theory and research, as well
as offer insights for both personal and professional
relationships.
The Routledge Handbook of Visual Impairment examines current
debates as well as cross-examining traditionally held beliefs
around visual impairment. It provides a bridge between medical
practice and social and cultural research drawing on authentic
investigations. It is the intention of this Handbook to provide an
opportunity to engage with academic researchers who wish to ensure
a coherent and rigorous approach to research construction and
reflection on visual impairment that is in collaboration with, but
sometimes is beyond, the medical realm. This Handbook is divided
into ten thematic areas in order to represent the wide range of
debates and concepts within visual impairment. The ten themes
include: cerebral visual impairment; education; sport and physical
exercise; assistive technology; understanding the cultural
aesthetics; socio-emotional and sexual aspects of visual
impairment; orientation, mobility, habitation, and rehabilitation;
recent advances in "eye" research and sensory substitution devices;
ageing and adulthood. The 27 chapters that explore the social and
cultural aspects of visual impairment can be taken and used in a
variety of different ways in order to promote research and generate
debate among practitioners and scholars who wish to use this
resource to inform their practice in supporting and developing
positive outcomes for all.
What is life like for women with learning disabilities detained in
a secure unit? This book presents a unique ethnographic study
conducted in a contemporary institution in England. Rebecca Fish
takes an interdisciplinary approach, drawing on both the social
model of disability and intersectional feminist methodology, to
explore the reasons why the women were placed in the unit, as well
their experiences of day-to-day life as played out through
relationships with staff and other residents. She raises important
questions about the purpose of such units and the services they
offer. Through making the women's voices heard, this book presents
their experiences and unique perspectives on topics such as
seclusion, restraint, and resistance. Exploring how the ever
present power disparity works to regulate women's behaviour, the
book shows how institutional responses replicate women's bad
experiences from the past, and how women's responses are seen as
pathological. It demonstrates that women are not passive recipients
of care, but shape their own identity and futures, sometimes by
resisting the norms expected of them (within allowed limits) and
sometimes by transgressing the rules. These insights thus challenge
traditional institutional accounts of gender, learning disability
and deviance and highlight areas for reform in policy, practice,
methodology, and social theory. This ground-breaking book will be
of interest to scholars, students, policymakers and advocates
working in the fields of learning disability and disability studies
more widely, gender studies and sociology.
In her latest contribution to the growing field of emotion studies,
Deidre Pribram makes a compelling argument for why culturalist
approaches to the study of emotional "disorders" continue to be
eschewed, even as the sociocultural and historical study of mental
illness flourishes. The author ties this phenomenon to a tension
between two fundamentally different approaches to emotion: an
individualist approach, which regards emotions as the property of
the individual, whether biologically or psychologically, and a
culturalist approach, which regards emotions as collective, social
processes with distinctive histories and meanings that work to
produce particularized subjects. While she links a strong
preference for the individualist construct in Western culture to
the rise of the psychological and psychiatric disciplines at the
turn of the twentieth century, Pribram also engages with a diverse
set of case studies tied to psychological and aesthetic discourses
on emotions. These range from Van Gogh's status as emotionally
disordered to the public, emotional aesthetics of 19th century
melodrama to the diagnostic categories of the DSMs and the fear of
"globalizing" emotional disorders in the 21st century. This
genuinely interdisciplinary approach makes for a text with
potential application in a wide range of disciplines within
cultural studies, including sociocultural and historical analysis
of psychiatry and psychology, gender theory, subject and identity
theory, popular culture studies, and history and theory of the
arts.
Don't Wake Me: The Ballad Of Nihal Armstrong is the unforgettable
true story of a mother and her disabled son; a dramatic and poetic
testimony of one woman's tireless battles in the struggle for her
son's rights. Translating the raw experience of motherhood into a
powerful verse monologue, Rahila Gupta reveals the challenges,
impediments and frustrations of being repeatedly misunderstood -
and of battles won against all the odds.
Educator Patti Lather and psychologist Chris Smithies observed and
chronicled support groups for women diagnosed with HIV. Whether
black, Latina, poor, or middle class, the women in these groups
share the common bond of living with HIV/AIDS, and they describe
how it affects their lives in terms full of practical reality and
moving poignancy, as they fight the disease, accept, reflect, live
and die with and in it.
In the last 30 years, a distinctive intersection between disability
studies - including disability rights advocacy, disability rights
activism, and disability law - and disability arts, culture, and
media studies has developed. The two fields have worked in tandem
to offer critique of representations of disability in dominant
cultural systems, institutions, discourses, and architecture, and
develop provocative new representations of what it means to be
disabled. Divided into 5 sections: Disability, Identity, and
Representation Inclusion, Wellbeing, and Whole-of-life Experience
Access, Artistry, and Audiences Practices, Politics and the Public
Sphere Activism, Adaptation, and Alternative Futures this handbook
brings disability arts, disability culture, and disability media
studies - traditionally treated separately in publications in the
field to date - together for the first time. It provides scholars,
graduate students, upper level undergraduate students, and others
interested in the disability rights agenda with a broad-based,
practical and accessible introduction to key debates in the field
of disability art, culture, and media studies. An internationally
recognised selection of authors from around the world come together
to articulate the theories, issues, interests, and practices that
have come to define the field. Most critically, this book includes
commentaries that forecast the pressing present and future concerns
for the field as scholars, advocates, activists, and artists work
to make a more inclusive society a reality.
The book approaches the topic of disability, inclusion and
inclusive education in a holistic way including both academic and
psycho-social perspectives. It also focuses on the contemporary
status of disability studies with a multidisciplinary dimension.
The experiences and challenges of children with disabilities and
the different dimensions of inclusive education have been situated
appropriately by including at the outset, a chapter on 'Disability
Studies: The Context'. Chapter on 'Sociology of Disability'
accentuates the tone and perspective of the presentations of the
authors and editor. The research findings presented in the book
indicate grounded realities and suggestions for transactional
strategies which are plausible in the Indian context. It has never
been timely to publish a book that helps professionals who work
with schools, special education teachers, and counsellors to
analyze disabilities from a socio-psychological perspective keeping
the protagonist at the centre. Case narrations situated in the
Indian context enrich the presentations giving voice to the
marginalized children/adults with disabilities. This work serves as
a comprehensive reference for the most prevalent disabilities at
school education level covering the conceptual understanding about
each disability, their psycho-social perspectives, implications for
classroom transactions, suggestions of transactional strategies
along with a brief explanation of assistive technology that can be
used in case of each disability.With Right to Education Act (2009)
in place, a diverse range of readers, from special educators and
other teachers in schools, prospective teachers pursuing their pre
service teacher education programmes, teacher educators and
researchers in the field of disabilities and inclusive education
will all find this volume useful, as a reference material with long
shelf life.
The problem of how to treat the mentally handicapped attracted much
attention from American reformers in the first half of the
twentieth century. In this book, Steven Noll traces the history and
development of institutions for the 'feeble-minded' in the South
between 1900 and 1940. He examines the influences of gender, race,
and class in the institutionalization process and relates policies
in the South to those in the North and Midwest, regions that had
established similar institutions much earlier. At the center of the
story is the debate between the humanitarians, who advocated
institutionalization as a way of protecting and ministering to the
mentally deficient, and public policy adherents, who were primarily
interested in controlling and isolating perceived deviants.
According to Noll, these conflicting ideologies meant that most
southern institutions were founded without a clear mission or an
understanding of their relationship to southern society at large.
Noll creates a vivid portrait of life and work within institutions
throughout the South and the impact of institutionalization on
patients and their families. He also examines the composition of
the population labeled feeble-minded and demonstrates a
relationship between demographic variables and institutional
placement, including their effect on the determination of a
patient's degree of disability.
Originally published in 1995.
A UNC Press Enduring Edition -- UNC Press Enduring Editions use the
latest in digital technology to make available again books from our
distinguished backlist that were previously out of print. These
editions are published unaltered from the original, and are
presented in affordable paperback formats, bringing readers both
historical and cultural value.
This book takes a distinctive approach to exploring the experiences
and identities of minoritized Latinx mothers who are raising a
child who is labeled as both an emergent bilingual and dis/abled.
It showcases relationships between families and schools and reveals
the myriad of ways in which school-based decisions regarding
disability, language and academic placement impact family dynamics.
Treating the mothers as experts, this book uses testimonios to
explore not only what mothers know but also how they develop funds
of knowledge and how they apply them to their child's education.
The stories shed light on how mothers perceive their child's
disability, how they engage with their child and the value they
place on bilingualism. The narratives reveal the complex lives
mothers lead and the ways in which they strive to meet the academic
and socioemotional needs of their children, regardless of the
financial, physical and emotional costs to them. This book has
significant implications for researchers and professionals working
in bilingual education, special education, inclusive education and
disability studies in education.
The book provides multiple perspectives and insights on the area of
Inclusion, Equity and Access for people with disabilities and
brings together various inclusive effective practices from 21
countries across the world most comprehensively in one book. The
book documents perspectives from educational researchers and
teacher educators through first-hand experience using cutting-edge
research and conceptual understandings, thought processes, and
reflections. The book brings together various methodologies to
expose scientific truths in the area of disability and inclusion.
Chapter authors utilize a self-reflective stance, representing
state of the art theory and practice for exploring notions of
disability. Authors examine cultural relational practices, common
values and beliefs, and shared experiences for the purpose of
helping cultural members and cultural strangers better understand
interdependent factors. Each chapter is an attempt to unravel a
thought provoking, comprehensive, and thorough understanding of the
challenges and abilities of individuals with disabilities shaped by
their own culture, society and country, re-engaging the promise of
scientific research as a generative form of inquiry. The book is
designed to be of use to a wide range of professionals;
researchers, practitioners, advocates, special educators and
parents providing information and or discussions on educational
needs, health care provisions, and social services irrespective of
country and culture.
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