Disability Studies/Not Disability Studies

The growing interest in and increased visibility of the field of Disability Studies raises questions about the field's logical borders and valid dimensions. This essay looks to guiding principles from the field itself as the basis for delineating a robust liberal arts-based inquiry into disability, distinct from traditional interventionist models. The former is described in this essay as Disability Studies, the latter endeavor, in substance the medicalized applied fields and special education, is identified here as the Not Disability Studies. The essay begins with an overview of the problems found in the academic curriculum with respect to the study of disability, and proceeds to describe how the proposed liberal arts-based Disability Studies can redress those problems.     

Implementing Disability Management

Summary

Disability management is a growing domain of practice and consultation for EAP professionals as organizations attempt to control escalating disability-related costs. It is defined as a systematic, cohesive, and goal-oriented approach that seeks to (a) minimize the impact that reduced functioning may have on an individual'S social and vocational roles and (b) maximize the health of employees in order to prevent disability or further deterioration when a disability is present. This paper reviews the essential components of disability management culled from the recent literature, highlighting how they should be implemented to achieve positive outcomes. Studies and data are presented that underscore the many benefits of implementing disability management for both organizations and disabled employees.     

Disability Studies: a historical materialist view

This paper presents an historical materialist view of recent accounts of disability in Western societies. This view is presented in two main parts: first, as an in-depth appraisal of the field of disability studies, and secondly, as an outline for an alternative, historical materialist account of disablement. The critical assessment of disability studies finds that recent accounts of disability are in the main seriously deficient in terms of both epistemology and historiography (though some important exceptions are identified). In particular, four specific areas of theoretical weakness are identified: theoretical superficiality, idealism, the fixation with normality, and an unwillingness to consider history seriously. It is argued that these deficiencies have prevented the field of disability studies from realising its potential to challenge the structures which oppress impaired people. From this critical epistemological perspective, an outline is made of an alternative, materialist account of disability, stressing both theoretical and political agendas.     

西方残障身份发展理论述评及本土化思考

积极的残障身份认同对残障者本身具有重要意义,残障身份发展是残障者实现身份认同的路径,理解残障身份发展的过程也可以让残疾人工作者更好地为残障者提供教育、康复等相关服务。本文通过梳理较为典型的西方残障身份发展理论,结合国内残障身份相关研究及本土社会文化背景展开讨论。文章认为,在西方残障身份发展理论框架下,残障者形成积极身份认同的关键在于认同并融入一套在残障社区内共享的残障文化,而在我国社会文化背景下,目前并没有一套成体系的残障文化,残障者也难以体会残障的文化身份感,国内残障者的身份认同缺少本土残障文化依靠。     

A Network Therapy Clinic for Clients with Intellectual Disability

Over the past 30 years a systemic approach has been applied to complex cases involving intellectual disability and behaviours of concern. This paper describes a model that draws on systemic family therapy and network therapy as well as the use of a reflective team. A single session intervention was provided for families of people with intellectual disability. A systemic consultation was used as a pre‐session meeting for professionals working with the family. The systemic consultation and single session therapy allowed the family and the professional network to gain insight. Involving the professionals in the therapy session also enhanced the alliance between professionals and family. This approach assists everyone involved in the case to find a way to progress.     

Multiculturalism and Disability: a critical perspective

In an effort to counter discrimination and powerlessness, the disability community has espoused sociopolitical and cultural factors as defining characteristics of disability identity. This view of disability has replaced the historical medical model of disability as a deficit, and has had important implications for social action, political agendas, legislation and overall quality of life for individuals with disabilities. This article reviews current multicultural thinking, and offers a critical view of the advantages and disadvantages of positioning disability within the emergent multicultural discourse. Implications for future thinking and action to promote equal opportunity and self-determination for persons with disabilities as a cultural group with a political agenda are then advanced.     

Disability Studies and Phenomenology: the carnal politics of everyday life

This paper is an attempt to develop a sociology of impairment and to theorise embodiment in the lebenswelt. Disability studies has failed to address adequately the fundamental issue of bodily agency. The impaired body is represented as a passive recipient of social forces. Such a conception of the body is losing ground within social theory. This paper attempts to overcome disability studies' disembodied view of disability by utilising a phenomenological concept of embodiment. Phenomenology offers the opportunity to transcend the traditional Cartesian dualisms which posit the body as a passive precultural object. However, such a view, when extended to impairment is empty of political content since phenomenological analyses have relied upon medicalised and individualised understandings of disability. In order to counter the disablism evident in phenomenology on the one side and disability studies' disembodied view of disability on the other, we argue for a radical phenomenological approach to the (impaired) body. To demonstrate the vitality of such an approach, we also attempt to deploy Leders' (1990) concept of dys-appearance as a means of analysing the carnal politics of everyday life.     

Disability and the Dialectics of Difference

This paper re-theorises disability by asking the following question: within what historical, social, economic and political conditions does disability as an analytic of difference get constructed in a dialectical relationship with gender, class, caste and race? To respond to this question, I will first offer a materialist reading of the category of disability. I will then situate this discussion in an ethnographic study of a voluntary organisation in South India which provides residential as well as rehabilitational services for disabled children. Finally, I will discuss the politics of gendered 'caring work' and its implications for the continued production of marginalised difference. In doing this, I will thus demonstrate how disability can be re-understood as an ideological condition which is also structured by the same exploitative material conditions of capitalism as are race, caste, class and gender.     

Doing Disability: Disability Formations in the Search for Work*

Disability theorists have spent much time discussing how disability is defined. The theoretical roots for these debates reside in the medical, structural, and minority models of disability. The medical model views disability as equivalent to a functional impairment; the minority model sees a lack of equal rights as a primary impediment to social equality between able and disabled populations; and the structural model looks to environmental factors as the cause of disability. While debates over how to define disability are informative, there is currently an insufficient amount of empirical research looking at how people come to identify themselves as having a disability. Rather than focus on how disability is (or should be) defined, herein we look at how disability identities are constructed as people search for work. We show that people's interactions with employers and employment agencies have important influences on how disability identities are constructed. We borrow from the “doing gender” and “racial formations” paradigms to introduce an interactive approach to looking at how disability identities are constructed. We introduce the concept of disability formation to highlight how disability identities are continually negotiated through interactions with employment agencies and employers. Our findings are based on focus groups with 58 people who self‐identified as having a disability and were working or searching for work.     

Adjustment to Disability

Abstract

This article will focus on the biopsychosocial challenges encountered when an individual is disabled at an early age as well as when an individual acquires a disability later in life. Two case examples will focus on the adaptations/life choices that are necessary to adequately meet psycho/social/developmental needs and enhance individual self esteem. The case of Rita, a woman who lost her hearing at age two, highlights the importance of integrating a biopsychosocial approach to understand the multiple challenges and adaptations of individuals who are disabled at an early age. Laureen, a woman who acquired a spinal cord injury during her late teen years, described her struggles as a young adult adapting to a physical disability. Both cases highlight the importance of integrating an ecological/systems framework focusing on a biopsychosocial perspective, emphasizing the interrelationship between biological, psychological, social, technological, cultural and political factors.     

Partial publicity and gendered remembering: figuring women in culture and performance

This essay brings representational issues of female publicity into recent discussions about space, community and memory. Cultural analysts in a variety of fields have used these concepts to foreground the radically contextual and socially embedded nature of artistic production as well as to incorporate psychic and material notions of representation into the analysis of the political. I argue that such conceptual work is implicitly gendered, something made clearer by asking feminist questions about the function of memorial space in imagining publicity. To focus an interrogation, I investigate one disciplinary strain within cultural studies: theatre and performance studies. Throughout, I position performance – both theatrical and social – as an exemplary site with which to investigate the linguistic, spatial, and embodied practices of culture. Such forms expose the gendered operations of language, space and gesture as well. Furthermore, the field of performance studies has produced theoretical paradigms that derive from larger theories of memory and space. By thus positioning it as both a site of culture and a site of cultural theory, I argue that performance can illuminate the tacit gendering of culture more generally. My investigation of publicity and civic memorial will build upon three relatively recent examples of civic performance in Chicago: the performance of First Lady at the 1996 Democratic convention, the 1996 inauguration of the Jane Addams Memorial Park in Chicago, and the premiere of Chicago-born playwright David Mamet’s The Old Neighborhood in 1997. I frame both Chicago theatre and other kinds of Chicago performances as different types of civic memorial in order to speculate on relationships amongst different types of genres. More importantly, I illustrate the different ways that women function allegorically and indirectly as vehicles for imagining publicity and for lamenting its failures. My examples suggest how women – living and/or memorialized, ethnically marked and unmarked – can figure paradoxically as the object blamed for the loss of extended affiliation even as (conversely) they are also blamed for its ‘unnatural’ public promotion.     

Provocations for Critical Disability Studies

This article posits a number of provocations for scholars and researchers engaged with Critical Disability Studies. We summarise some of the analytical twists and turns occurring over the last few years that create a number of questions and concerns. We begin by introducing Critical Disability Studies; describing it as an interdisciplinary field of scholarship building on foundational disability studies theories. Critical Disability Studies scholarship is being produced at an exponential rate and we assert that we need to take pause for thought. We lay out five provocations to encourage reflection and debate: what is the purpose of Critical Disability Studies; how inclusive is Critical Disability Studies; is disability the object or subject of studies; what matters or gets said about disability; and how can we attend to disability and ability? We conclude by making a case for a reflexive and politicised Critical Disability Studies.     

Disability Culture and Cultural Competency in Social Work

Despite recognition of the importance of cultural and social diversity in social work education and practice there is a dearth of social work literature related to disability culture. A review of disability studies literature indicates that the disabled people's movement already affirms and celebrates the existence of disability culture as characterized by several agreed upon assumptions: disability culture is cross-cultural; it emerged out of a disability arts movement and its positive portrayal of disabled people; it is not just a shared experience of oppression but includes art, humour, history, evolving language and beliefs, values and strategies for surviving and thriving. Essentialist concepts of culture, as represented in assimilationist and pluralist social work approaches, provide social workers with the false belief that there are cultural competencies that one can develop that are sufficient to become more culturally sensitive. However, analysis of the critical theory underpinning disability culture demonstrates that an understanding of cultural politics is fundamental to social work education if it is to support the work of the disabled people's movement in demystifying and deconstructing the norms, discourses and practices of dominant culture which are represented as neutral and universal.     

Disability and Disaster Recovery

Abstract

This paper examines the connections between disability and disaster from a global perspective. Concepts from the research and policy literature are used to distinguish between individual and social models of disability, and between natural hazards and human disasters. These concepts are then employed to investigate data on the response to disabled people's recovery needs in two recent case studies: the Asian tsunami and Hurricane Katrina. The analysis combines primary, secondary and tertiary sources to explore disability issues in the reconstruction of inclusive communities and the lessons that may be learned about disaster preparedness in poor communities. The conclusions suggest that more attention should be paid to social model approaches, particularly in understanding global links with poverty, and that disabled people's organisations should be resourced as agents of disaster recovery and preparedness.     

Coming Out Disabled: A Transsexual Woman Considers Queer Contributions to Living with Disability

The author provides an autobiographical illustration of the similarities in coming out lesbian, transsexual, bisexual, or gay and taking visible steps to address a previously invisible disability. The essay begins with a comparison of personal experiences of transsexuality and invisible disability, and addresses the advantages of applying the coming out model to the author's disability. The author concludes that coming out is a process model that disabled individuals can use to aid a transition to caring for a new or worsening personal disability.     

Stars are not Born: An Interpretive Approach to the Politics of Disability

The politics of disability are usually interpreted as attempts to influence government policy in the direction of reducing the negative effects of impairment. This paper enlarges that conventional notion to include attention to how the disabled subject is produced by the discursive practices within which disability is administered.

A summary of epistemological perspectives represented by contemporary social thought dealing with disability opens the discussion. Foucault's work is presented as the basis for interpreting recent social science literature on disability from a viewpoint which is sensitive to variations in epistemological presuppositions in that literature and to the political implications of each mode of research for the administration and treatment of disability.

A concluding section contains speculation on forms of political action which are relevant to the politics of disability at the constitutive level.     

'Learning Difficulties', the Social Model of Disability and Impairment: Challenging epistemologies

Critical researchers enter into an investigation with their assumptions on the table, so no one is confused concerning the epistemological and political baggage they bring with them to the research site (Kincheloe & McLaren, 1998, p. 265). A theory of disability as oppression recognises and, in the present context, emphasies the social origins of impairment. (Abberley, 1987, in Barton and Oliver, 1997, p176, my emphasis.) Identification with the label of 'learning difficulties' has contradictory personal and political implications for people so-labelled. While this identification has allowed people to organise collectively through the self-advocacy movement, pervasive understandings of 'learning difficulties' that permeate many societal settings tend to be framed in ways that directly confirm a personal tragedy model of disability and impairment. This paper argues for a reconsideration of impairment in relation to 'learning difficulties', to challenge pervasive assumptions in relation to 'learning difficulties' - at the level of epistemology - and to construct four inclusive epistemological foundations . The first, deconstructing impairment , draws upon a body of literature that has exposed the social nature of diagnostic criteria and destabilised naturalised notions of 'learning difficulties'. The second, impairment, as storied , brings in the accounts of people with 'learning difficulties' that locate impairment in, and as, personal and social narratives. Thirdly, reculturising impairment highlights emergent resilient cultures of people with 'learning difficulties' that re-culturise impairment. Fourthly, epistemological impacts , grounds the analysis by calling for an attention to the ways in which assumptions about the origins of 'learning difficulties' impact upon the treatment of people so-labelled.     

A Qualitative Study of the Perceptions of Individuals with Disabilities Concerning Health and Rehabilitation Professionals

This paper examined the perceptions of persons with disabilities concerning their interaction with health and rehabilitation professionals. Data were collected and analysed with grounded theory methods, and resulted in a typology and a thematic analysis that found that: (a) most persons who perceived themselves to be disadvantaged by social oppression or stigma were also dissatisfied with health and rehabilitation professionals; and (b) those persons who de-emphasised the impact of disability either reported satisfaction with health and rehabilitation professionals or perceived their own efforts as being the primary factor in their ability to live with disability. The perceptions of respondents were, in most instances, mediated by dominant gender stereotypes.     

Teaching Disability History: The Case of Franklin Delano Roosevelt

Abstract

This article addresses the teaching of disability history, specifically concerning the historical figure of Franklin Delano Roosevelt (FDR). Drawing upon literature from multicultural education, disability history and disability studies in education (DSE), the authors discuss historical content and teaching ideas for instruction about FDR. The authors present findings from a content analysis of six middle level and secondary United States history textbooks, noting unanimous coverage of FDR’s disability resulting from polio. These textbooks noted how he overcame his disability and strengthened his character, referenced his decision to conceal his disability, and quoted FDR directly regarding his disability. The authors follow this analysis with discussion of several middle and high school teaching ideas that might augment textbook coverage and representation about FDR. This article explores how teachers of United States history might further develop their teaching of history through the inclusion of disability history within the context of a famous historical figure.