Acquired brain injury (ABI) describes damage to the brain that occurs after birth, caused by traumatic injury such as an accident or fall, or by non-traumatic cause such as substance abuse, stroke, or disease. Today's medical techniques are improving the survival rate for people of all ages diagnosed with ABI, and current trends in rehabilitation are supporting these individuals returning to live, attend school, and work in their communities. Yet strategies on the best way of providing community participation vary among rehabilitation experts. Because many of survivors of ABI do not and will not return to the status quo of their former lives it is important to examine what constitutes best and promising practices in this area. This casebook is the world's first compilation of evidence-informed programmes that foster community participation for people of all ages with brain injury. With this review, the authors elicited and carefully examined existing programmatic efforts that combine emphasis on the individual, the social, and the service systems in a way that captures community participation as a complex process of interactive change in the person-environment relationship - programmes that do not divorce ABI survivors from their contexts, and where participation efforts facilitate positive change in the social and political context. They considered community-based programmes to be programmes where individuals and families actively participate in their own therapy (rehabilitation) and take responsibility for their own health or that of a family/community member. Each case study chapter depicts a programme chosen on its extraordinary merits to provide community participation to its clients. The chapters are cowritten by the stakeholder and a researcher, giving a complete perspective of how the programme was established and continues to operate, and provides evidence of excellence.

Melissa was diagnosed with Autism as a young child. Autism affects social and communication skills, and also involves unusual repetitive behaviours. This is a true story that is not simply about the struggles of a child with Autism. This book captures the resilience, unconditional love and endless perseverence of Melissa and her family. It is rare to read a story told with such beautiful honesty. As Melissa's former community worker and her current friend, I would like to express my admiration for her journey. I have had the opportunity to watch her blossom from a child who was fearful and in her own world to a young adult pursuing social relationships with enthusiasm, empathy, and curiosity. Not to mention that she is now an entrepreneur Melissa truly is a remarkable woman. And this story about her life reaches out to touch your heart and open your mind. Jennifer Janes Community Helper of Individuals with Autism and current friend of Melissa Rhonda was able to make a difference in Melissa's life against all odds. When the medical profession and the school system gave Rhonda little hope that Melissa could have a normal life, she never accepted this dire prediction. When there was no help, she tried strategies that she felt would make a difference for Melissa. She sought out every treatment that was then available to help Melissa. What Rhonda had done is nothing short to a miracle-a miracle that was created through Perseverence and fueled by a mother's love. This is a "must-read book" for all to remind us that we can make a difference in the life of a child. It is a true story with a happy ending. Arlene Smith Retired Principal and Former Special Education Principal.

Education is the foundation to almost all successful lives. It is vital that learning opportunities are available on a global scale, regardless of individual disabilities or differences, and to create more inclusive educational practices. Disability and Equity in Higher Education Accessibility is a comprehensive reference source for the latest scholarly material on emerging methods and trends in disseminating knowledge in higher education, despite traditional hindrances. Featuring extensive coverage on relevant topics such as higher education policies, electronic resources, and inclusion barriers, this publication is ideally designed for educators, academics, students, and researchers interested in expanding their knowledge of disability-inclusive global education.

This book focuses on the ground-breaking coverage of the London 2012 Paralympic Games by the UK's publicly owned but commercially funded Channel 4 network, coverage which seemed to deliver a transformational shift in attitudes towards people with disabilities. It sheds important new light on our understanding of media production and its complex interactions with sport and wider society. Drawing on political economy and cultural studies, the book explores why and how a marginalised group was brought into the mainstream by the media, and the key influencing factors and decision-making processes. Featuring interviews with key people involved in the television and digital production structures, as well as organisational archives, it helps us to understand the interplay between creativity and commerce, between editorial and marketing workflows, and about the making of meaning. The book also looks at coverage of the Rio Paralympics, and ahead to the Tokyo Games, and at changing global perceptions of disability through sport. This is fascinating reading for any advanced students, researchers, or sport management or media professionals looking to better understand the media production process or the significance of sport and disability in wider society.

Research on assistive technologies is undergoing many developments in its effectiveness in helping those with varying impairments. New technologies are constantly being created, researched, and implemented for those who need these technological aides in daily life. Assistive Technologies for Physical and Cognitive Disabilities combines worldwide cases on people with physical and cognitive disabilities with the latest applications in assistive technologies. This reference work brings different researchers together under one title to discuss current findings, developments, and ongoing research in the area of rehabilitative technology. This reference book is of critical use to professionals, researchers, healthcare practitioners, caretakers, academicians, and students.

RAISING SUPERMAN is the first book in a two-part series by Howard L. Rodgers documenting over sixteen years of secrets, strategies, solutions and shortcuts that his family found essential while raising their severely autistic son. Going way beyond just the medical, sensory and behavioral techniques, it is a road map to getting real results so that families can begin to succeed against this horrible disease. One step forward in the epic battle against the flood of tears. Created as a guide to help other families, this text is "Autism 101" providing triage for one of life's major tragedies. It is intended for those who need it the most, those families who have children struggling with the most extreme cases of autism. Providing a sword and shield, when doctors, medicines, prayers and even tears don't help. Written from parents to parents documenting real life experiences and time proven results. This is a book unlike anything else available. Many real life secrets are revealed that have never previously been disclosed, along with priceless things which really helped their son to improve. It is a comprehensive resource to help guide those struggling with their own personal autism battle, to quickly get them to the highest levels of success. This book is a road map to the solutions, strategies and shortcuts that really work in the battle against Autism.

There can be little doubt that the rapid technological developments that have characterized the decades since the middle of the 19th century have given great scope for improving the quality of life of disabled people. Disabled Students in Education: Technology, Transition, and Inclusivity reports on 15 research projects aimed at improving the educational prospects of disabled people. Through its discussion of three main themes technology, transition, and inclusivity this book aims to be of interest to disabled students, their parents and teachers, and the people who run, and set policies for, their educational providers.

Bible and Bedlam first critically questions the exclusion and stereotyping of certain biblical characters and scholars perceived as 'mad', as such judgements illustrate the 'sanism' (prejudice against individuals who are diagnosed or perceived as mentally ill) perpetuated within the discipline of Western biblical studies. Second, it seeks to highlight the widespread ideological 'gatekeeping' - 'protection' and 'policing' of madness in both western history and scholarship - with regard to celebrated biblical figures, including Jesus and Paul. Third, it initiates creative exchanges between biblical texts, interpretations and contemporary voices from 'mad' studies and sources (autobiographies, memoirs etc.), which are designed to critically disturb, disrupt and displace commonly projected (and often pejorative) assumptions surrounding 'madness'. Voices of those subject to diagnostic labelling such as autism, schizophrenia and/or psychosis are among those juxtaposed here with selected biblical interpretations and texts.

When Nancy was in her late twenties, she began having blinding headaches, tunnel vision, and dizziness, which led to the discovery of an abnormality on her brain stem. Complications during surgery caused serious brain damage, resulting in partial paralysis of the left side of her body and memory and cognitive problems. Although she was constantly evaluated by her doctors, Nancy's own questions and her distress got little attention in the hospital. Later, despite excellent job performance post-injury, her physical impairments were regarded as an embarrassment to the "perfect" and "beautiful" corporate image of her employer. Many conversations about brain injury are deficit-focused: those with disabilities are typically spoken about by others, as being a problem about which something must be done. In Living with Brain Injury, J. Eric Stewart takes a new approach, offering narratives which highlight those with brain injury as agents of recovery and change in their own lives. Stewart draws on in-depth interviews with ten women with acquired brain injuries to offer an evocative, multi-voiced account of the women's strategies for resisting marginalization and of their process of making sense of new relationships to self, to family and friends, to work, and to community. Bridging psychology, disability studies, and medical sociology, Living with Brain Injury showcases how--and on what terms--the women come to re-author identity, community, and meaning post-injury. In the Qualitative Studies in Psychology series J. Eric Stewart is a Clinical-Community Psychologist and Associate Professor of Interdisciplinary Arts and Sciences at the University of Washington Bothell.