Deafness in Mind presents the varying theoretical approaches to the psychology of deafness: systemic, Cognitive behavioural, psychodynamic, wellness and cognitive neuropsychological models. Uniquely, clinical theory and practice are linked to provide a comprehensive understanding of the deaf mental health field. For the first time, the controversial subject of cochlear implants is discussed in the same book as the mental health of culturally Deaf people. Similarly, prevention is considered alongside prevalence, and the book appraises the various political views where other books have taken a single political view.

Deafness in Mind has drawn contributing authors from those with the authority of years of clinical experience as well as those with new ideas. Current services and new directions in the field are brought together to provide a definitative text in the psychology of mental health and deafness.

The purpose of this book is to challenge people (service providers, people with a hearing disability and those who advocate for them) to reconsider the way western society thinks about hearing disability and the way it seeks to 'include them'. It highlights the concern that the design of hearing services is so historically marinated in ableist culture that service users often do not realise they may be participating in their own oppression within a phono-centric society. With stigma and marginalisation being the two most critical issues impacting on people with hearing disability, Hogan and Phillips document both the collective and personal impacts of such marginality. In so doing, the book brings forward an argument for a paradigm shift in hearing services. Drawing upon the latest research and policy work, the book opens up a conceptual framework for a new approach to hearing services and looks at the kinds of personal and systemic changes a paradigm shift would entail.

This important text draws together a wealth of experience to present theoretical and practical insights into the way society intervenes in the lives of disabled people, and considers how resources could be used in ways that are more helpful and supportive. Stressing the social contexts within which disabilities become apparent, the contributors highlight two key points: disabled people have practical difficulties only in the area of life affected by their disability and in other respects are no different from anyone else; and they are handicapped not by the parameters of their disability but by the demands and attitudes of society. The contributors consider the position of people with specific types of disability, explore both sides of the `care' and `counselling' equation, and discuss training, legislation and aspects of management and attitudes among professionals. Beyond Disability has been developed as a Course Reader for the Open University course The Disabling Society (K255).

"Reading Victorian Deafness "is the first book to address the crucial role that deaf people, and their unique language of signs, played in Victorian culture. Drawing on a range of works, from fiction by Charles Dickens and Wilkie Collins, to poetry by deaf poets and life writing by deaf memoirists Harriet Martineau and John Kitto, to scientific treatises by Alexander Graham Bell and Francis Galton, "Reading Victorian Deafness" argues that deaf people's language use was a public, influential, and contentious issue in Victorian Britain.
The Victorians understood signed languages in multiple, and often contradictory, ways: they were objects of fascination and revulsion, were of scientific import and literary interest, and were considered both a unique mode of human communication and a vestige of a bestial heritage. Over the course of the nineteenth century, deaf people were increasingly stripped of their linguistic and cultural rights by a widespread pedagogical and cultural movement known as "oralism," comprising mainly hearing educators, physicians, and parents.
Engaging with a group of human beings who used signs instead of speech challenged the Victorian understanding of humans as "the speaking animal" and the widespread understanding of "language" as a product of the voice. It is here that "Reading Victorian Deafness "offers substantial contributions to the fields of Victorian studies and disability studies. This book expands current scholarly conversations around orality, textuality, and sound while demonstrating how understandings of disability contributed to Victorian constructions of normalcy. "Reading Victorian Deafness" argues that deaf people were used as material test subjects for the Victorian process of understanding human language and, by extension, the definition of the human.

Richard III will always be central to English disability history as both man and myth-a disabled medieval king made into a monster by his nation's most important artist. In Richard III's Bodies from Medieval England to Modernity, Jeffrey Wilson tracks disability over 500 years, from Richard's own manuscripts, early Tudor propaganda, and x-rays of sixteenth-century paintings through Shakespeare's soliloquies, into Samuel Johnson's editorial notes, the first play produced by an African American Theater company, Freudian psychoanalysis, and the rise of disability theater. For Wilson, the changing meanings of disability created through shifting perspectives in Shakespeare's plays prefigure a series of modern attempts to understand Richard's body in different disciplinary contexts-from history and philosophy to sociology and medicine. While theorizing a role for Shakespeare in the field of disability history, Wilson reveals how Richard III has become an index for some of modernity's central concerns-the tension between appearance and reality, the conflict between individual will and external forces of nature and culture, the possibility of upward social mobility, and social interaction between self and other, including questions of discrimination, prejudice, hatred, oppression, power, and justice.

The award-winning creators of Intensive Interaction bring this groundbreaking book up to date with new material covering inclusion and emotional literacy. The book also includes:

• a brand new section looking at the program's implementation in preschool settings
• the particular benefits of Intensive Interaction for children who have Autistic Spectrum Disorders
• a 'how to do it' chapter including ideas for assessment
• case studies to help practitioners get to grips with the realities of using Intensive Interaction.

This book has been updated to include the new SEN Disability Act (SENDA), and developments in new technology.

This book provides a valuable route map to the development of thinking in disability studies over the last 18 years. It includes over 20 seminal articles from the journal Disability and Society, written by many of the leading authors in the field from the UK, the USA, Australia and Europe.
Compiled by the current editors of the journal to show the development of the field, the book is divided into three sections which mirror the three central themes:
- Disability Studies - the articles in this section illustrate clearly the debates and challenges that have emerged within the field over the last two decades
- Policy - this section offers a snapshot of social policy that has impinged on the lives of disabled people in many parts of the world
- Research Issues - this section brings together articles that reveal the inequalities between disabled and non-disabled people and the advocacy of new methods and research practices.
The Editors' specially written introduction to each section contextualizes the selection and introduces students to the main issues and current thinking in the field.
This book is a rich source of ideas and insights covering conceptual, theoretical, empirical and cross-cultural issues and questions. It also provides a valuable historical and contemporary lens through which the issue of disability can be explored and understood. It aims to encourage further debate, innovatory ideas and applied outcomes as well as a stimulus to encourage the reader to explore other articles that have been published in the journal.
This volume is from the Education Heritage series. For details of other titles in this series, please go to the website atwww.routledge.com/education .

This impressive volume presents a thorough examination of all aspects of physical impairment and disability in medieval Europe. Examining a popular era that is of great interest to many historians and researchers, Irene Metzler presents a theoretical framework of disability and explores key areas such as:

• medieval theoretical concepts
• theology and natural philosophy
• notions of the physical body
• medical theory and practice.

Bringing into play the modern day implications of medieval thought on the issue, this is a fascinating and informative addition to the research studies of medieval history, history of medicine and disability studies scholars the English-speaking world over.

Uses literature to understand and remake our ethics regarding nonhuman animals, old human beings, disabled human beings, and cloned posthumans Literary Bioethics argues for literature as an untapped and essential site for the exploration of bioethics. Novels, Maren Tova Linett argues, present vividly imagined worlds in which certain values hold sway, casting new light onto those values; and the more plausible and well rendered readers find these imagined worlds, the more thoroughly we can evaluate the justice of those values. In an innovative set of readings, Linett thinks through the ethics of animal experimentation in H.G. Wells's The Island of Doctor Moreau, explores the elimination of aging in Aldous Huxley's Brave New World, considers the valuation of disabled lives in Flannery O'Connor's The Violent Bear It Away, and questions the principles of humane farming through reading Kazuo Ishiguro's Never Let Me Go. By analyzing novels published at widely spaced intervals over the span of a century, Linett offers snapshots of how we confront questions of value. In some cases the fictions are swayed by dominant devaluations of nonnormative or nonhuman lives, while in other cases they confirm the value of such lives by resisting instrumental views of their worth-views that influence, explicitly or implicitly, many contemporary bioethical discussions, especially about the value of disabled and nonhuman lives. Literary Bioethics grapples with the most fundamental questions of how we value different kinds of lives, and questions what those in power ought to be permitted to do with those lives as we gain unprecedented levels of technological prowess.

Young, Disabled and LGBT+ brings together the work of an international team interested in exploring the intersection of sexuality, gender identity, and disability in the lives of young people and aims to further develop this area as a distinct area of study. This volume features original research and writing into lives that are often misunderstood, marginalised and under-represented in research. It is framed with artwork, poetry and writing from young disabled LGBT+ people, and centralises the voices and lives of young disabled LGBT+ people throughout. Drawing from disciplines including: sociology, psychology, disability and youth studies, and with contributions from practitioners, it examines experiences and research from a number of perspectives, such as education, personal lives and activism. Featuring work from the UK, Canada, United States, India and Australia, it is a timely and topical book which will appeal to scholars particularly interested in sexuality, gender, disability and youth studies; professionals within health, education, social work and youth work who aim to understand and support young disabled LGBT+ people; and young people themselves.

This book, the first to specifically focus on disability hate speech, explains what disability hate speech is, why it is important, what laws regulate it (both online and in person) and how it is different from other forms of hate. Unfortunately, disability is often ignored or overlooked in academic, legal, political, and cultural analyses of the broader problem of hate speech. Its unique personal, ideological, economic, political and legal dimensions have not been recognized - until now. Disability hate speech is an everyday experience for many people, leaving terrible psycho-emotional scars. This book includes personal testimonies from victims discussing the personal impact of disability hate speech, explaining in detail how such hatred affects them. It also presents legal, historical, psychological, and cultural analyses, including the results of the first surveys and in-depth interviews ever conducted on this topic in some countries. This book makes a vital contribution to understanding disability hatred and prejudice, and will be of particular interest to those studying issues associated with hate speech, disability, psychology, law, and prejudice.

Bodies of Information initiates the Routledge Advances in the History of Bioethics series by encompassing interdisciplinary Bioethical discussions on a wide range of descriptions of bodies in relation to their contexts from varying perspectives: including literary analysis, sociology, criminology, anthropology, osteology and cultural studies, to read a variety of types of artefacts, from the Romano-British period to Hip Hop. Van Rensselaer Potter coined the phrase Global Bioethics to define human relationships with their contexts. This and subsequent volumes return to Potter's founding vision from historical perspectives, and asks, how did we get here from then?

Policy and practice guidelines for working with people with learning disabilities state that users and carers must be consulted in the provision of services. However, whether this is useful or effective in practice has not yet been adequately considered.
This book traces the development of services for people with disabilities and discusses how much things have really changed for today's 'service users' since the days of asylums. It also assesses whether the policy of involvement, such as that outlined in Valuing People, is achievable in practice or simply places unrealistic burdens on professionals and service users.
Based on findings from original research and interviews, the author argues that involving people with learning disabilities in service planning is difficult to achieve successfully and is currently, to a large extent, tokenistic. This area of challenging practice and emotive debate is brought to life by the voices of service providers, carers and the service users themselves, and illustrates the realities of working with people with learning disabilties.
"Planning for Life" will be valuable and informative for students of social work, social care and social policy, and will be enlightening reading for those working with adults with learning disabilities, in learning and in practice.

The 2006 United Nations Convention on the Rights of Persons with Disabilities (UN CRPD) is the first human rights treaty to explicitly acknowledge the right to education for persons with disabilities. In order to realize this right, the convention's Article 24 mandates state parties to ensure inclusive education systems that overcome outright exclusion as well as segregation in special education settings. Despite this major global policy change to tackle the discriminations persons with disabilities face in education, this has yet to take effect in most school systems worldwide. Focusing on the factors undermining the realization of disability rights in education, Julia Biermann probes current meanings of inclusive education in two contrasting yet equally challenged state parties to the UN CRPD: Nigeria, whose school system overtly excludes disabled children, and Germany, where this group primarily learns in special schools. In both countries, policy actors aim to realize the right to inclusive education by segregating students with disabilities into special education settings. In Nigeria, this demand arises from the glaring lack of such a system. In Germany, conversely, from its extraordinary long-term institutionalization. This act of diverting from the principles embodied in Article 24 is based on the steadfast and shared belief that school systems, which place students into special education, have an innate advantage in realizing the right to education for persons with disabilities. Accordingly, inclusion emerges to be an evolutionary and linear process of educational expansion that depends on institutionalized special education, not a right of persons with disabilities to be realized in local schools on an equal basis with others. This book proposes a refined human rights model of disability in education that shifts the analytical focus toward the global politics of formal mass schooling as a space where discrimination is sustained.

Policy and practice guidelines for working with people with learning disabilities state that users and carers must be consulted in the provision of services. However, whether this is useful or effective in practice has not yet been adequately considered.
This book traces the development of services for people with disabilities and discusses how much things have really changed for today's 'service users' since the days of asylums. It also assesses whether the policy of involvement, such as that outlined in Valuing People, is achievable in practice or simply places unrealistic burdens on professionals and service users.
Based on findings from original research and interviews, the author argues that involving people with learning disabilities in service planning is difficult to achieve successfully and is currently, to a large extent, tokenistic. This area of challenging practice and emotive debate is brought to life by the voices of service providers, carers and the service users themselves, and illustrates the realities of working with people with learning disabilties.
"Planning for Life" will be valuable and informative for students of social work, social care and social policy, and will be enlightening reading for those working with adults with learning disabilities, in learning and in practice.

This practically oriented book has been predominantly targeted at undergraduate speech and language therapy students, speech and language therapists who have recently started work in this field and other professionals working with people with learning disabilities. All the authors have had practical experience and/or conducted research in this field.

The presentation of the chapters follow a 'need to know' order, starting with an exploration of a range of 'Service Delivery' issues, continuing with theoretical and practical issues related to 'Appraisal and Assessment of Communication Needs' and quickly moving on to management issues starting with 'Management Models' which is followed by a chapter on 'Early Intervention', work on 'Pre-symbolic and Pre-linguistic' development, and transition from 'Word to Phrase'.

For those requiring to extend their knowledge in more specialised areas, a number of chapters deal with subjects such as the use of 'Augmentative and Alternative Communication', and working with 'Parents and Members of Related Professions'. The last two chapters address topics which have more recently attracted attention, these being the management of the communication needs of service users with 'Challenging Behaviour' and those with 'Dual Diagnosis' (learning disability and mental illness combined).

Most chapters include case studies to illustrate a number of practice issues. Whereas the main focus is on children with learning disability, where appropriate discussion relevant to adults with learning disability is included.

Dyslexia is a condition that is widely misunderstood in the world of work.

Adult Dyslexia: A Guide for the Workplace shows why small and large employers should be aware of European laws on anti-discrimination and dyslexia. It provides practical advice on how to identify dyslexics in the workplace, how to create the right environment for them to thrive and how organizations can make the transition from a framework that perceives dyslexia as a problem to one that perceives it as a solution.

Throughout the book, real-life case studies illustrate the points being made and a number of invaluable practical resources are available including an appendix of useful organizations, an adult dyslexia screening check list and a seven-step procedure for counselling adult dyslexics.

Gary Fitzgibbon and Brian O'Connor have varied and extensive experience of both advising organizations on adult dyslexia issues and providing assessment, counselling and training services to adult dyslexics. Their book is an essential resource for disability specialists, occupational psychologists, counsellors, HR managers, teachers/lecturers of adults and importantly, dyslexics and their families.

This title was first published in 2003. During the last twenty years, the longer-term sustainability of social insurance systems has become a major issue in all European countries. Analysts and governments are increasingly alarmed at the growth in the number of disability benefit recipients, and the expansion of disability benefit schemes via increasing benefits, broadening coverage and easing access. While policy measures differ widely, policy goals tend to converge. This book analyses and compares the often controversial disability benefit policies in eleven European countries, examining their rationale, impact and outcome, and the direction of reform in the future. It will make fundamental reading for specialists in disability, social protection and public economics, and for Social Policy academics, researchers and students generally.

Learn how to include multiculturalism in disability-related social work! International Perspectives on Disability Services: The Same but Different presents different cultural and societal contexts on services for people with disabilities. This book covers a range of topics on disabilities related to physical status, emotional conditions, and community settings. This useful introductory reference will help you develop culturally sensitive disability services both locally and overseas, and it will promote better understanding of people with disabilities. This book is a unique examination of services for people with disabilities as they exist in several countries. Until recently, cultural context was used to describe race or ethnicity, but this innovative text recognizes people with disabilities as a worldwide community that is advocating for equality and respect. International Perspectives on Disability Services focuses on the need for human and social services that endorse capability and empowermentpromoting the person rather than the disability. In International Perspectives on Disability Services, you'll learn about: using the term culture to describe the community of people with disabilitieshow cultural sensitivity and competency can be applied to the disability culture the dynamics of a transcultural relationship between psychotherapist and deaf or hard-of-hearing individuals the recent development in aphasia treatmentLife Participation Approach to Aphasia (LPAA)and the international perspective of communication therapy a comparison of attitudes among social work students in the United States and Japan toward people with disabilitiespeople with disabilities are not yet integrated into Japanese society, but both groups showed room for needed improvement a comparison of disability-related services and experiences in the United States and in Germanychild-raising leave, child-raising money, and Kindergeld (child money) helps support parents financially for the first few years, but the United States has more options for integrated schooling later in life Hong Kong's 25-year-old objective to encourage community integration and normalization for people with disabilities to live in the community the primary support network of family, community leaders, and shaman for people with disabilities among Hmong Americans in Northern California The informative reports, research findings, case studies, and international comparisons offer new directions for human service professionals and students to help them better meet the social, psychological, and cultural needs of people with disabilities. International Perspectives on Disability Services provides clear-cut evidence that disability-oriented social workers need to improve their perspectives as the disability culture gains momentum as a social entity. This book is a must-read for anyone who works or provides disability-related services, as well as for people with disabilities who need more information on other countries' services.

Contemporary research in philosophy of religion is dominated by traditional problems such as the nature of evil, arguments against theism, issues of foreknowledge and freedom, the divine attributes, and religious pluralism. This volume instead focuses on unrepresented and underrepresented issues in the discipline. The essays address how issues like race, sexual orientation, gender identity, disability, feminist and pantheist conceptions of the divine, and nonhuman animals connect to existing issues in philosophy of religion. By staking out new avenues for future research, this book will be of interest to a wide range of scholars in analytic philosophy of religion and analytic philosophical theology.

Employees with an Autism Spectrum Disorder (ASD) may be hugely beneficial to a workforce, but it can be difficult for individuals with no formal training to manage these employees successfully. This definitive guide will help managers and colleagues successfully interact with and support these professionals on the autism spectrum so as to ensure mutual success. Integrate Autism Employment Advisors use their experience advising employers on how to successfully employ professionals on the autism spectrum to identify the everyday challenges faced by employees with ASD in the workplace and sets out reasonable, practical solutions for their managers and colleagues. Barriers to productivity are highlighted, such as the sensory environment, miscommunication, and inadequate training of colleagues. Easy-to-implement strategies to adapt the working environment are provided, such as agreeing on non-verbal cues to signal ending a conversation or establishing parameters for appropriate email length. This book is an essential resource for anyone who works with professionals on the autism spectrum. It will allow them to engage with and support their colleagues on the autism spectrum in a respectful way and help them achieve a greater level of working success.

This book gathers together recent international research in intellectual disability (ID), examining the diverse modes of existence that characterise living with intellectual disabilities in the 21st century. Ranging from people with no speech and little mobility who need 24-hour care, to people who marry or hold down jobs, this book moves beyond the typical person with ID imagined by public policy: healthy, with mild ID and a supportive family, and living in a welcoming community. The book is divided into three sections. The first, 'A richer picture of people and relationships', expands our understanding of different people and lifestyles associated with ID. The second section, 'Where current policies fall short', finds that Supported Living provides just as 'mediocre' a form of care as group homes, and concludes that services for people with challenging behaviour are unrelated to need. The contributors' research identifies no effective employment support strategies, as well as technological and legal changes that prevent organisations from employing people with ID. With nearly a quarter of this population in poor health, the contributors reflect on whether 'social model' approaches should be allowed to trump medical considerations. The third section, 'New thinking about well-being', reveals that being old, poor, and living alone increases health risk, and that medication administration is significantly more complex for people with ID. Moving beyond 20th century certainties surrounding intellectual disability, this book will be of interest to those studying contemporary issues facing those living with ID, as well as those studying public health policy more widely. The chapters in this book were originally published in issues of the Journal of Intellectual & Developmental Disability.

Contents:
Contents 1. Introduction 2. Researching the Interface 3. Greenways Leisure Centre: Issues, Identities and Impairment Factors 4. Being a Researcher 5. Being a Consultant 6. Being a Member of Staff 7. Being a Friend 8. Being a Woman 9. Being White 10. Being a Body 11. Being a Disabled Person 12. Being a Oppressor 13. Being an Activist 14. Conclusions

This innovative book discusses the meaning of 'inclusion' through the exploration of the interactions between disabled and non-disabled people at a community leisure centre. In exploring the nature of this interface, the book takes a very different approach to that of existing texts, which have tended to concentrate solely on disabled people's experiences of exclusion. The advantage of this new approach is that it adds an extra dimension to our understanding of how discriminatory practice is variously perpetuated and challenged. This book does not seek to undermine existing disability study texts, but rather to extend the focus of disability research to pay more attention to the ways that activity in the disabled and non-disabled interface is implicated in reinforcing or challenging oppression.

The book is aimed at a wide audience of people who are working towards increased social inclusion for disabled people, including theorists and students of disability studies and learning difficulty, leisure management and disability service providers, and their families. Using a practical case study approach, it explores the impact that social interaction between disabled and non-disabled people can have increasing or decreasing disabled people's opportunities for inclusion. Examples of both inclusive and discriminatory practice are described in detail, and the positive and negative effects of these actions on the participants are demonstrated and discussed. This book offers a wide range of practical suggestions for the future development of more inclusive theory, policy and practice that will be of use to its diverse readership.

Author Biography:
Petra Kuppers is Assistant Professor of Performance Studies at Bryant College. She is Artistic Director of the Olimpias Performance Research Project and she has written extensively in the fields of cultural, performance and disability studies.