OVERCOMING SOCIAL INCLUSION BARRIERS FOR PEOPLE WITH INTELLECTUAL DISABILITY
DOI:
https://doi.org/10.17770/sie2020vol4.5176Keywords:
deinstitutionalization, quality of life, intellectual disability, social inclusion, stereotypesAbstract
The cultural changes that have taken place and the social sciences contributions that have been published over the last few decades have inaugurated a new vision of people with disabilities that upholds the values of rights, equality, participation, and social inclusion. Although these changes have been widely supported through the ratification of important international treaties (for example, the United Nations Convention on the Rights of Persons with Disabilities) and by scientific evidence, however, they are still struggling to penetrate into the wider social and cultural system, or to become common practice in services directed at people with disabilities. Social inclusion for people with disabilities, and in particular intellectual disabilities, remains, in fact, a difficult objective to achieve. Above all, cultural barriers are still a hindering factor in social inclusion processes. This paper is a commentary on the research carried out within the two-year European project ESEC (Extending Social Educators Competences).References
Annable G., Watters C., Stienstra D., Symanzik A., Tully B.L., Stuewer N. (2003). Students with disabilities: Transition from post-secondary education to work. Phase I report, Winnipeg, Canadian Centre of Disability Studies.
Bowe F.G. (2003). Transition for deaf and hard-of-hearing students: A blueprint for change, Journal of Deaf Studies and Deaf Education, 8(4), 485-493.
Buntinx, W.H.E., & Schalock, RL. (2010). Models of Disability, Quality of Life, and Individualized Supports: Implications for professional practice in Intellectual Disability. Journal of Policy and Practice in Intellectual Disabilities, 7(4), 283-294.
Burchardt T. (2004). Aiming high: The educational and occupational aspirations and of young disabled people, Support for Learning, 19(4), 181-186.
Caton S. e Kagan C. (2007). Comparing transition expectations of young people with moderate learning disabilities with other vulnerable youth and with their non-disabled counterparts, Disability and Society, 22(5), 473-88.
Cobigo, V., Ouellette-Kuntz, H., Lysaght, R., Martin, L. (2012). Shifting our Conceptualization of Social Inclusion. Stigma Research and Action Journal, 2(2), 75-84.
Colella A., DeNisi A.S. e Varma A. (1998). The impact of ratee’s disability on performance judgments and choice as partner: the role of disability-job fit stereotypes and interdependence of rewards, Journal of Applied Psychology, 83(1), 102-111.
Committee on Disability in America (2007). Health care transitions for young people. In Field, M.J., & Jette, A.M., Future of disability in America, 98-135, Washington DC, The National Academies Press.
Dusseljee, J.C.E., Rijken, P.M., Cardol, M., Curfs, L.M.G., Groenewegen, P.P. (2011). Participation in daytime activities among people with mild or moderate intellectual disability. Journal of Intellectual Disability Research, 55(1), 4-18.
Duvdevany, L., & Arar, E. (2004). Leisure activities, friendships, and quality of life of persons with intellectual disability: foster homes versus community residential settings. International Journal of Rehabilitation Research, 27(4), 289-296.
Felder, F. (2018). The Value of Inclusion. Journal of Philosophy of Education, 52(1).
Giangreco, M. F. (2017). Expanding Opportunities for Students with Intellectual Disability. Educational Leadership, 74(7), 52-57.
Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Englewood Cliffs, NJ: Prentice-Hall.
Holwerda A., Brouwer S., de Boer M.R., Groothoff J.W. and Van der Klink J.J (2015). Expectations from different perspectives on future work outcome of young adults with intellectual and developmental disabilities, Journal of Occupational Rehabilitation, 25(1), 96-104.
Ikäheimo, H. (2009). A vital human need: Recognition as inclusion in personhood. European Journal of Political Theory, 8(1), 31-45.
Lemay, R. (2006). Social role valorization insights into the social integration conundrum. Mental Retardation, 44(1), 1–12.
McNamara, D.R., (1979). Paradigm lost: Thomas Kuhn and educational research. British educational research journal, 5(2).
Perske, R. (1972). The dignity of risk and the mentally retarded. National Association for Retarded Citizens.
Pelleboer-Gunnink, H. A., van Weeghel, J., & Embregts, P. J. (2019). Public stigmatisation of people with intellectual disabilities: a mixed-method population survey into stereotypes and their relationship with familiarity and discrimination. Disability and rehabilitation, 26, 1-9.
Renwick, R. & Brown, I. (1996). Being, belonging, becoming: the centre for health promotion model of quality of life. In R. Renwick, I. Brown, & M. Nagler (eds). Quality of life in health promotion and rehabilitation: conceptual approaches, issues, and applications. Thousand Oaks, CA: Sage.
Shakespeare, T. (2013). Facing up to disability. Community Eye Health, 26(81), 1–3.
United Nations (2006), Convention on the rights of persons with disabilities, New York, United Nations.
Verdonschot, M. M. L., de Witte, L. P., Reichrath, E., Buntinx, W. H. E., & Curfs, L. M. G. (2009). Community participation of people with an intellectual disability: A review of empirical findings. Journal of Intellectual Disability Research, 53, 303-318.
World Health Organization. (2007). International Classification of Functioning, Disability, and Health: Children & Youth Version: ICF-CY. World Health Organization.
Downloads
Published
Issue
Section
How to Cite
