The grace of motherhood: disabled women contending with societal denial of intimacy,pregnancy, and motherhood in Ethiopia

This study aimed to provide better understanding of intimacy and marriage, pregnancy, birth, and motherhood experiences of women with disability in Ethiopia. Qualitative, in-depth, and semi-structured interviews along with personal observations were used to explore the full experiences of participants, as told in their own words. The result of the interviews indicated that relationships and motherhood proved a very rewarding option for women with disabilities. They also expressed their need for intimacy regardless of society’s denial. Challenges identified include negative societal attitudes toward women with disabilities regarding relationship, pregnancy, and child-rearing. Accessibility of health centers in addition to the ignorance and negative attitudes of the physicians are also reported to be major challenges for the interviewees. This study highlights how rewarding the experience of motherhood was for the interviewees and also shows that women with disabilities face challenges at every step of their experiences, because of society’s prejudices toward disability.     

Barriers to employment: voices of physically disabled rural women in Thailand

Employment is an essential activity that can generate income for people with disabilities, but very little is known about the interplay between disabled women, family and paid jobs. This article, therefore, sets forth a qualitative method for examining barriers that affect the employment opportunities of physically disabled women. Findings drawn from face-to-face interviews with 20 physically disabled women who live in rural poverty in Thailand clearly indicate that physical barriers from built environment, personal limitations; attitudinal barriers from the non-disabled community, especially employers; and over-protection from families limit their employment opportunities. Despite showing their interests in the labour market, these women are still left behind and trapped in rural poverty. The author argues that this situation is due to the non-disabled community ignoring the potential of these women. The author also recommends that the government of Thailand, NGOs and disability organisations should introduce strong tailored interventions and a multifaceted approach to address the medical, social and legal aspects of restricted participation in the labour market in order to improve the employment prospects of women with physical disabilities.     

Perspectives of elementary school educators in Japan,South Korea,Taiwan and the US on disability,stigmatization and children's developing self Part 1: Defining the problem in cultural context

The stigmatization of individuals with disabilities is a widespread social justice issue. This paper introduces a study of disability, stigmatization and self for children with disabilities and their typically-developing peers. It is the first of two companion papers. It examines the problem of stigmatization from the perspectives of experienced elementary school educators practicing in diverse cultural contexts. We conducted cross-cultural analyses of individual, audio recorded interviews with 26 Japanese, 43 Korean, 16 Taiwanese and 18 US educators, including school social workers. Educators from all four cultural groups described disability and stigma as challenging children's development of self: children with disabilities may experience the self as isolated and inadequate, and typically-developing peers may experience the self as lacking culturally expected values of empathy and respect. Educators' understandings of children's experiences also were culturally nuanced. Educators variously described children with disabilities as experiencing a sense of not belonging [Japan], loss of motivation [South Korea], too much shame [Taiwan], and low self-esteem [US]. They variously described typically-developing children as challenged to show empathy [Japan], include children with disabilities in their peer group [South Korea], develop benevolence [Taiwan], and show respect for individual differences [US]. We contextualize educators' perceptions within their specific sociocultural-historical contexts. Our second paper will focus on solutions; specifically, educators' perspectives on how to minimize stigmatization and support the development of self for children with disabilities and their typically-developing peers. Together, these companion papers provide social workers with valuable perspectives for eliminating the stigmatization of children with disabilities in future generations.     

Voices of girls with disabilities in rural Iran

This paper investigates the interaction of gender, disability and education in rural Iran, which is a relatively unexplored field of research. The responses of 10 female students with disabilities from Isfahan indicated that the obstacles they faced included marginalization, difficulties in getting from home to school, difficulties within the school building itself, and discrimination by teachers, classmates and school authorities. The data collected for the study contain a wide range of conservative gendered discourses, and show how traditional gender beliefs interact with disability to aggravate the problems faced in education by young women with disabilities. It is hoped that the findings will raise awareness among policy-makers of the many formidable obstacles that make it difficult for young women with disabilities to achieve their full potential in education.     

Belonging: women living with intellectual disabilities and experiences of domestic violence

Women with an intellectual disability are under-represented in domestic violence research, yet they are one of the most vulnerable groups who are at risk of violence and abuse. This article aims to contribute to the domestic violence field by reporting on a narrative dialogic performative study, which utilised a feminist poststructural perspective to explore significant relationships and the concept of belonging in the lives of women with a mild intellectual disability. Four in-depth narrative interviews were conducted. The study found that the women shared similar stories of devaluation and rejection in childhood and hence the women’s search for belonging contributed to their vulnerability to exploitation and abuse in domestic violence relationships. The paper argues that gendered discourses and constructions of intellectual disability regulate domestic violence as a personal problem or way of life for women with intellectual disabilities.     

Forced marriage of people with learning disabilities: a human rights issue

This paper reports some of the findings of an exploratory study which sought to better understand the demographics of forced marriage of people with learning disabilities and the contexts in which such marriages may occur. It was found that forced marriages of people with and without learning disabilities showed broad similarities in relation to ethnicity, some differences in terms of age and substantial differences in terms of gender. Men and women with learning disabilities are equally likely to be victims of forced marriage. The reasons for people with learning disabilities being forced to marry are most often associated with a desire on the part of families to secure permanent care, but can also be associated with cultural (mis)understandings of the nature of disability. These findings are contextualised by considering the relationship between forced marriage, human rights and learning disability.     

How people with disabilities experience programs to prevent intimate partner violence across four countries

Women with disabilities are more vulnerable to violence, including intimate partner violence (IPV), yet the majority of emerging IPV prevention programs fail to explicitly consider the needs of participants with disabilities. Women and men living with disabilities engaged with IPV prevention programs in four countries were interviewed to explore how disability shaped their experiences of gender, violence, IPV, and whether the programs met their disability related needs. In-depth interviews were conducted with 16 women and 15 men living with disabilities in Ghana, Rwanda, Tajikistan and South Africa. The data were analysed thematically and compared across the settings. Participants described experiencing disability-related stigma, discrimination, exclusion, and for women, increased vulnerability to IPV. Barriers to full participation in programs included limited accessibility, and lack of disability-specific materials, recruitment or outreach. Enablers of inclusion included recruitment and monitoring strategies aimed at people with disabilities, partnering with a local disabled people’s organization, training staff in disability inclusion, and raising awareness of disability rights. The data encouragingly suggests that inclusion of women and men with disabilities in IPV prevention programs designed for the general population has beneficial outcomes. Inclusion can prevent violence, promote their wellbeing, support economic empowerment, and challenge disability-related stigma and discrimination.     

The meaning of workplace discrimination for women with disabilities

Studies have found that persons with disabilities who are also members of other minority groups or women encounter dual discrimination. This paper describes how women with disabilities who are in the workplace experience discrimination. In order to determine whether discrimination was a viable issue, theoretical contexts of feminist theory, disability theory, and attribution theory were examined as well as literature examining employment of women with disabilities. For this study, three women with various disabilities were interviewed regarding the effect of their disability on their typical workday, their employment and job seeking history, and employment opportunities. Qualitative data were also provided through mapping by the participants and pictorial data of worksites. Data were grouped into themes of pre-conceived notions of others, attitudes of others, accommodation issues, inclusion issues and exploitation issues. From these themes definitions of discrimination, nondiscrimination in the workplace were developed. Conclusions include the need for more research on workplace experiences of other or more specific populations that experience discrimination as well as the need for ethical reflection on the part of the researcher regarding vulnerable populations.     

Perspectives of elementary school educators in Japan,South Korea,Taiwan and the US on disability,stigmatization and children's developing self: Part 2: Solutions

The stigmatization of children with disabilities at school is a culturally widespread social justice challenge. The paper is the second of a two-part series. In the first paper (Haight, Kayama, Ku, Cho, & Lee, 2016), we described the problem of stigmatization from the perspectives of experienced elementary school educators in Japan, South Korea, Taiwan and the US. In this paper, we focus on the solutions provided by these same educators; specifically, their perspectives on socialization practices to minimize stigmatization and support the development of self for children with disabilities and their typically-developing peers. We conducted cross-cultural analyses of individual, semi-structured, audio recorded interviews with 26 Japanese, 43 South Korean, 16 Taiwanese and 18 US educators, including school social workers. Educators from all research sites described socialization practices to support children with disabilities and their typically-developing peers. For children with disabilities, US educators focused on individualized support provided in private to minimize stigmatization. East Asian educators intentionally involved peers in supporting children with disabilities. For typically-developing peers, educators described cultivating empathy (Japan), providing formal disability awareness programs (South Korea), teaching moral values (Taiwan) and respecting individual differences (US). We discuss these socialization practices within educators' sociocultural-historical contexts. Educators' perspectives can be used to develop culture- and stigma-sensitive intervention programs for children with disabilities and their peers.     

Marginalisation processes in inclusive education in Norway: a longitudinal study of classroom participation

The aim of this paper is to describe the classroom participation of primary school children with disabilities who attend regular schools in Norway; to explore how relations between children with disabilities and their environment change, and further to chart how schools act in response to such change. The analyses are based on a life course study with data gathered from interviews and questionnaires given to the parents of children with disabilities born in the period between 1993 and 1995. The results show an increasing marginalisation of children with disabilities who receive their primary school education at regular schools. Despite the fact that public policies in Norway are based on a relational understanding of disability, thus suggesting that educators would make considerable efforts to accommodate children with disabilities in regular schools, the reality is that schools take an individual approach to children with disabilities which reflects a medical understanding of disability.     

‘Can anything good come out of this mouth?’ Female experiences of disability in Malawi

The aim of this article is to give an overview of the daily life stories of 23 women with disabilities in Malawi. The stories were gained through qualitative interviews that covered aspects of being a woman and living with a disability in Malawi. Recent studies from countries in southern Africa have documented how people with disabilities experience poorer living conditions than people without disabilities. It is generally assumed that the living conditions of women are worse than those of men. There is, however, a large gap in the literature concerning women with disabilities in Africa. The results present a mixed picture. While several of the informants had experienced discrimination and exclusion because of their impairments, most of the women had been well taken care of and were treated equally by their closest family and friends. They had a strong wish to be empowered through education and employment.     

Self-employment and economic leadership as two promising perspectives on rural disability and work

A defining difference between rural and urban circumstances for people with disabilities involves opportunities for work. One of the most significant elements of the rural context is that economic conditions in rural communities consistently trail the national economy. This paper presents an overview of disability in rural America and outlines an ecological model for guiding the development of rural solutions to rehabilitation problems. Two promising examples of such solutions, self-employment as a rural vocational rehabilitation employment option and rural economic leadership by people with disabilities, are outlined.     

Disability, gender, and unemployment relationships in the United States from the behavioral risk factor surveillance system

Women with disabilities face simultaneous oppression in employment due to discrimination with regard to disability and gender. This article investigates the potential disparity in participation in employment for women, particularly women with disabilities. We analysed weighted data from disability surveillance programs and the Behavioural Risk Factor Surveillance System (BRFSS) on over 47,000 respondents. The disability BRFSS was a telephone survey in 11 states and Washington DC. Logistic regression analyses produced adjusted models of the association between gender and employment. Compared with people without disabilities, there were disparities found for people with disabilities, and women with and without disabilities, with the larger discrepancy for women without disabilities. Additional detail about level of employment is needed to make conclusive statements; however, it is clear that disparities in employment continue to exist for women, regardless of their disability status.     

Social Workers’ Roles in Supporting the Sexual and Relational Health of Children with Disabilities

The purpose of this study was to understand social workers’ roles in meeting the sexual and relational health needs of children (aged 3–11) with disabilities. We conducted semi-structured interviews with 12 social workers from a range of practice settings. A phenomenological lens privileged the perspectives of social workers in their definitions of disability and sought to convey the meaning they assigned to their experiences of working with children in practice concerning matters related to sexual and relational health. Social workers enacted a broad definition of disability and often came to work with youth in contexts labeled as sexually problematic. In the provision of sexual health services, social workers embodied commonly adhered to roles including as practitioners, enablers, advocates, brokers, and managers. Services are needed that promote positive sexuality and relational health among children with disabilities. It is important that social workers be proactive advocates for the full inclusion of people with disabilities as equal sexual citizens.     

Body Image among Women with Physical Disabilities: Internalization of Norms and Reactions to Nonconformity

Abstract

Body norms for women are based on stereotypical gender expectations regarding physical appearance. Although women in general are exposed to societal standards of the ideal body, women with physical disabilities encounter unique circumstances in meeting these expectations. Women with physical disabilities are often stigmatized because they violate norms of body aesthetics and body shape. This research examines the extent to which women with physical disabilities internalize body norms and the reactions these women have to their nonconformity to societal body standards. In-depth tape-recorded interviews, investigating a variety of social and interpersonal issues, were conducted with 21 female university students with physical disabilities. Using content analysis, the researchers examined the interviews for common themes and patterns relating to body image. The major categories that emerged were (1) awareness of body norms, (2) compliance with body norms, and (3) reactions to nonconformity to body norms. The study illustrates that women with physical disabilities have two general reactions to societal expectations of the ideal female body: emotional responses and stigma management. The lack of questioning of cultural body norms by respondents is discussed as it relates to the rural, small town study location.     

Employment status of women with disabilities from the Behavioral Risk Factor Surveillance Survey (1995-2002)

Among working aged adults (18-64) with disabilities, three out of 10 (32%) work full or part-time, compared to eight out of 10 (81%) of those without disabilities [9]. In addition, 24.7% of women with a severe disability and 27.8% of men with a severe disability are employed, while women with a non-severe disability have an employment rate of 68.4% and men with a non-severe disability have an employment rate of 85.1% [14]. This study examined data from the Behavioral Risk Factor Surveillance Survey from 1995-2002 to determine whether or not disparities exist in the rate of unemployment for women with disabilities, compared to men with disabilities and women and men without disabilities. In addition, regression analysis looked at the how disability and gender predict the outcome of unemployment. Results showed that there has been essentially no change with regard to employment for any of these populations. In addition, disability and gender were found to be the strongest predictors of unemployment for women with disabilities. Possible explanations were discussed as to the reasons for the results and issues were presented for future research.     

The unemployment of women with physical disabilities in Ghana: issues and recommendations

Unemployment among persons with disabilities is high. The situation is worse for women with disabilities as they experience multiple disadvantages on account of gender and disability. The condition for women with disabilities in Ghana could be more complicated, given the intersection of disability, gender, poverty, cultural beliefs and practices. As employment provides not only income for women with disabilities but opportunities for social participation and increases psychological well-being as well as self-esteem, it is imperative to remove barriers that hinder their employment. The current study examines issues associted with the unemployment of women with physical disabilities in Tamale, Ghana, and makes recommendations to policy-makers and practitioners in order to improve the condition of persons with disabilities in general, and particularly women with disabilities.     

The lives of disabled women in Nepal: vulnerability without support

The study examines a broad range of problems faced by physically disabled women. Qualitative interviews with 30 women with physical disabilities (congenital and acquired) were administered to understand various aspects of their lives. The research explores the causes of disability, which include gender discrimination, poverty, an inactive state security system, inadequate family support, negative attitudes and a lack of commitment on the part of government. The available services from non-governmental organizations have been proved to be unsatisfactory and gender biased in terms of training and employment. The importance of disability and its relation to gender has not been recognized by the state.     

Ambivalent subjectivities: experiences of mothers with disabilities in Russia

Women with disabilities are still rarely imagined in the role of a mother. Narratives about motherhood that promote traditional gender roles and the primary role of motherhood in women’s lives (pronatalism) in countries like Russia emphasize the value of non-disabled and heteronormative bodies and minds. The lived experiences and the lived citizenship of mothers with disabilities disrupt societal assumptions about motherhood. However, the structural environment of pronatalism inevitably influences the ways in which mothers with disabilities understand motherhood and construct their sense of selves (subjectivities). Drawing on the framework of citizenship and the feminist disability studies literature, this article analyzes how the personal and the political are intertwined. The analysis is based on empirical data obtained from qualitative interviews with 14 mothers with disabilities in a provincial city of Russia.