Special Needs Under Siege: From Classrooms to Incarceration

Several research articles have documented the disproportionate representation of minorities in school discipline and incarceration settings. In the 2009–2010 school year, research shows nationally 17 percent of African‐American, 8 percent of Native American, and 7 percent Latino American students were suspended at least one time (Losen and Gillespie 2012 ). In addition, studies show African‐American and Latino males represent the largest percentage of inmates in correctional facilities (i.e. jails and prisons) throughout the United States (Sakala 2014 ). While research has documented the relationship between race and the school‐to‐prison pipeline, the relationship between race, intellectual and emotional disabilities, and the school‐to‐prison pipeline has been relatively unexplored. According to Losen and Gillespie ( 2012 ), 25 percent of Black students who were labeled with an intellectual or emotional disability were suspended from school in the 2009–2010 school year compared to 9 percent for White students diagnosed with an intellectual or emotional disability. Furthermore, data show 70 percent of juvenile inmates were diagnosed with learning disabilities and 33 percent were reading below a 4th grade level (Hubner and Wolfson 2001 ). The current review seeks to explore the complex relationship between disability, race, and the school‐to‐prison pipeline to highlight how minority students with special needs are placed on a trajectory towards settings of incarceration.     

Perceived Paternal and Maternal Acceptance and Rural African American and European American Youths' Psychological Adjustment

This study explores the following question: Are rural African American and European American youths' experiences of paternal and maternal acceptance equally related to their self‐reported psychological adjustment, or do youths' experiences of paternal acceptance account for an independent portion of the variance in psychological adjustment, over and above the portion of variance explained by their experiences of maternal acceptance? This study also explores possible social‐class, age, gender, and paternal‐residence differences in perceived paternal and maternal acceptance and youths' psychological adjustment. The research is based on a proportional, stratified, random sample of 281 African American and European American families in a poor, rural, biracial county of Georgia, U.S.A. Results of multiple regression analyses indicate that only perceived paternal acceptance is significantly related to European American youths' self‐reported psychological adjustment when controlling for the influence of perceived maternal acceptance. In African American families, both perceived paternal acceptance and perceived maternal acceptance are significantly related to youths' self‐reported psychological adjustment. Finally, results of analyses indicate that relationships between perceived paternal and maternal acceptance and youths' psychological adjustment within the ethnic groups are not related significantly to youths' age, gender, paternal residence, or social class.     

Preface

Being raised by a single mother is one factor that has been suggested as contributing to the plight of African American males. Yet few studies have focused specifically on African American single mothers' experiences with raising sons. This qualitative study explored the following questions: (1) What are the experiences of African American single mothers in the raising of their sons? (2) What coping strategies do African American single mothers use in the raising of their sons? Two rounds of unstructured open-ended interviews were conducted with 11 African American single mothers of at least one son. Implications for family therapy based on the interviews are presented.     

When they call me cripple: a group of South African adolescents with cerebral palsy attending a special needs school talk about being disabled

Central to the experience of disability are social and political forces and discourses which position people in particular ways. Little is known about the experiences of individuals with disabilities living in low-income and middle-income countries. We investigate the lived experience of a group of South African adolescents with cerebral palsy. In-depth interviews were conducted with 15 adolescents with cerebral palsy. Data were analysed using interpretive phenomenological analysis. The participants position themselves between the medical and social models of disability, in a liminal space between ‘normal’ and ‘disabled’, but do not identify with either group. They describe a ‘hierarchy of disability’ and position themselves in-between more serious sensory impairments and less serious emotional and learning disabilities. Being disabled is associated with being taken care of, infantilised and being powerless. Consequently they aspire to achieve independence and autonomy, and face danger, which are seen as signifiers that they are not disabled.     

Benefactors and Beneficiaries? Disability and Care to Others

Individuals with disabilities often have limitations that require care from others to increase functioning and facilitate activities of daily living. Despite these care‐receiving needs, evidence suggests people with disabilities are also care givers. This study uses the 2008–2015 American Time Use Survey to examine the association between the presence of sensory, mental or cognitive, physical, or multiple limitations and the likelihood and intensity of time spent in primary child care, secondary child care, adult care, care of nonhouseholders, and support care (housework). Net of socioeconomic characteristics, the authors do not observe consistent differences in predicted child care time by disability status, although men with disabilities spend less time in care to adults and nonhouseholders. The largest difference in predicted care time by disability status occurs in support care. Overall, the results challenge the traditional focus on people with disabilities as only beneficiaries of care to document their role as benefactors.     

Disability Through a Native American Lens: Examining Influences of Culture and Colonization

Disability is a socially constructed identity. What constitutes a disability and what it means to be a person with a disability can vary across cultures. This article explores meanings of disability within Native American cultures, including how ideas about wellness, balance, roles, and responsibilities influence perceptions of disabilities. This is followed by a review of disability prevalence, discussion of services, and explorations of possible reasons for the disproportionate impact of disabilities in Native American populations. The article concludes with an examination of how the colonial context frames both attitudes about and services for Native Americans with disabilities.     

Navigating the ethical maze in disability research: ethical contestations in an African context

Despite changes in how disability is viewed, ethical requirements for disability research have hardly changed. Some ethical clearance procedures, processes and practices still consider persons with disabilities as not able, creating unease among researchers and research participants with disabilities themselves. This paper considers five ethical contestations arising from research in the area of disability in an African context: positionality, vulnerability, signed consent, anonymity, and research committee composition. We argue that ethical requirements in practice are still largely based on a medical model of disability and propose that culturally sensitive social and human rights models should influence disability research ethics.     

Understanding the experiences and needs of South Asian families caring for a child with learning disabilities in the United Kingdom: an experiential–contextual framework

The prevalence of learning disabilities amongst South Asian communities in the United Kingdom is thought to be almost three times higher than in any other community. Despite this, service utilisation amongst this group remains low and working cross-culturally can pose unique challenges for service providers. The experiences of South Asian families caring for a child with learning disabilities within the United Kingdom are multifaceted. This article proposes an experiential–contextual framework for exploring these experiences. The framework incorporates minority experiences as well as medical and social models of disability. The experiential–contextual framework has been applied to understanding important aspects of South Asians experiences, including: the interpretations and understanding of learning disabilities; interactions with healthcare systems; minority group pressures; and the influence of acculturation and diversity within ethnic groups.     

The Myth of Bodily Perfection

The paper identifies the myth of bodily perfection as one that permeates the dominant culture of late 20th century Western civilization, and points to ways in which the myth supports the creation of an illusory category of people called 'the disabled'. Grounded in an understanding of disability as socially constructed, and drawing on the experiences of women with disabilities, the paper further points to important differences in social expectations depending on whether one has disabilities that are visible or invisible. In discussions of disability, however, disabilities that are not visible are often ignored. It is concluded that this contributes to the widespread denial of disability and is oppressive.     

‘I know,I can,I will try’: youths and adults with intellectual disabilities in Sweden using information and communication technology in their everyday life

This study introduces how technology and humans are part of relationships that influence agency among people with disabilities. It aims to focus attention on the use of, and access to, information and communication technology (ICT), and agency among youths and adults with intellectual disabilities. The study draws on empirical research conducted with youths and adults with intellectual disabilities, as well as staff at a day centre. It shows that by drawing upon interests, previous experiences, and cooperating in ICT activities the participants’ agency changed. Also, it shows how disability is relational and how it can be influenced by ICT. An interdisciplinary approach is adopted to interpret the findings and to explore: How do people of different ages with intellectual disabilities experience the use of ICT in their everyday lives? Are people with intellectual disabilities able to influence their level of activity by using ICT? And if so, in what ways?     

Understanding views of disability in the Cote d’Ivoire

While there are several international initiatives advocating for rights of individuals with disabilities in their community, many African countries lag behind in taking any actions. This is an ethnographic study conducted in Abidjan, Cote d’Ivoire in West Africa, and examines the current programs and services for children with disabilities, and views of disability among the public. It utilizes individual and group interviews, field observations, surveys and examination of governmental documents. There are tremendous needs and shortcomings regarding disability programs. This might be due not only to a lack of resources but to the views of disabilities held by society.     

Poverty and disability in Eastern and Western Cape Provinces,South Africa

The impact of disability on the living conditions of people living in specifically resource‐poor areas in South Africa has not previously been addressed. This paper presents a comparison of people with a disability and their non‐disabled peers with respect to some key poverty indicators among a sample of Xhosa speaking individuals in resource‐poor areas of Eastern and Western Cape Provinces. A questionnaire on the level of living conditions (household composition and socio‐economic characteristics) and a detailed disability questionnaire that captured more specific details of the disability experience of the individual with a disability were adapted to the South African context and utilised. Despite the improved situation of households with a disabled family member in terms of financial resources (due primarily to the allocation of disability grants), other measures of poverty (education and employment) remain divisive for those with disabilities.     

Disability,caregiving and interpellation: migrant and non‐migrant families of children with disabilities in urban Australia

The process of interpellation (and its opposite, misinterpellation) is taken as a metaphor for understanding the lived experience of personal difference. This research focuses on two interpellative experiences: disability and migrant status. Parents of children with moderate to profound intellectual disabilities were asked about their engagement with the community; their access to support programs; and their sense of well‐being. Responses were divided between the non‐migrants (who were misinterpellated once) and migrants (who were misinterpellated twice). Were the migrant parents doubly isolated due to migrant status and carer status? What differences were there between migrant and non‐migrant responses to their parental experience? Although migrant parents were more negative about their children’s future, they rated themselves as equally happy and socially connected as non‐migrant parents.     

Stuck in a Loop: Individual and System Barriers for Job Seekers With Disabilities

Research conducted within Temporary Assistance to Needy Families (Personal Responsibility and Work Opportunity Reconciliation Act of 1996) and Workforce Investment Act of 1998 systems indicates pervasive issues hindering program effectiveness for job seekers with disabilities. This population frequently experiences employment barriers beyond those of able‐bodied job seekers, including significantly lower self‐esteem. Service providers need and want information about disability but do not know how to obtain it. Program staff and job seekers with disabilities get stuck in a loop wherein each questions their ability and neither feels empowered to make meaningful changes to improve outcomes. Career counselors may need to expand their role to be more culturally relevant for these clients.     

Life Balance and Work Addiction Among African Americans

A dearth of counseling literature examines the experiences of people of color, including African American women and men, in relation to work–life balance. The authors, therefore, investigated the association between life‐balance domains and work addiction for African Americans. A multiple regression analysis of 115 African American participants (47 men, 68 women) indicated a significant relationship between life‐balance domains and work addiction. In particular, community support was an important indicator of decreased work addiction. Career counselors and mental health counselors need to develop an understanding of how extended familial and social networks assist African American clients in effectively managing work–life balance.     

From symptom recognition to services: how South Asian Muslim immigrant families navigate autism

This study examined the experiences of three South Asian Muslim immigrant families who have a young child with autism. It describes the early period of their child’s disability as the families encountered four critical issues in their lives: a complex disability, the culturally diverse conceptualizations of the disability, family‐professional dynamics in cross‐cultural encounters and the search for appropriate services. Analyses were based on interviews with parents, supplemented by 17 months of participant‐observation in homes and community. Parents narrated their experiences beginning with symptom recognition through help seeking, diagnosis and subsequent service provision. Results suggest that for these families the challenging process of diagnosing and ameliorating autism is complicated by their unique positioning within and between diverse meaning systems. Challenges include American health and education professionals’ misunderstandings of their family organization and linguistic practices, and difficulties in cross‐cultural communication with professionals. Implications for professionals are discussed.     

A growing tradition?

This article develops a basic knowledge of African American family foundations from which additional research can be generated. It addresses the following questions: From what types of professional backgrounds do the founders of African American family foundations hail? In which areas of the country are African American family foundations located? What is the range of assets possessed by African American family foundations, and how are these assets managed? How do African American family foundations use board members, employees, and volunteers to support their organizations? What are the overarching goals of African American family foundations? And in what areas are they concentrating their donations?     

‘First things first,I'm the realest’: Linguistic appropriation,white privilege,and the hip‐hop persona of Iggy Azalea

The ‘hip‐hop nation’ is a multiethnic, transnational community that originates from and privileges urban African American experiences. Scholars have explored ways that non‐African Americans worldwide use linguistic features of African American English (AAE) as a way of constructing hip‐hop affiliated identities. The current paper ties these strands together in a study of the linguistic patterns of white Australian rapper Iggy Azalea, who makes use of AAE in her music, but not in other public speech. Our study presents a variationist analysis of copula absence in her lyrics. Findings show that her rates of this hallmark feature of AAE are extremely high, when compared to similar analyses of other rappers. We argue that her overzealous application of AAE features in her music, in order to create a specific linguistic style, enables a success that rests ultimately on the appropriation of African American language and culture, and the privilege that whiteness affords.     

Using discourse analysis to study the experiences of women with learning disabilities

There has been a steady rise in interest in qualitative research methods in the area of learning disability over recent years. Discourse analysis has found relatively little use though, particularly in studying the experiences of people with learning disabilities directly, rather than the accounts of non-disabled informants. The present study used a discourse analytic approach in examining the accounts of women with learning disabilities, in order to arrive at an understanding how they position themselves in relation to gender and disability. The results indicate that, while the learning disability literature and services are largely ‘gender blind’, for women with learning disabilities gender and disability cannot be separated. Instead, they may be faced with marked contradictions and dilemmas when they position themselves within dominant discourses of gender, while also subject to powerful discourses of disability.     

Personnel Development in the Field of Disability with a Focus on Employment Outcomes

The author discusses the key considerations for personnel development in the disability field with a focus on employment outcomes. The author emphasizes the role of support and facilitation by rehabilitation personnel as structures for inclusion. He discusses the fact that disabilities, like learning and change, are lifetime experiences for all of us. Accordingly, comprehensive personnel development must be attentive to the constituencies and the environment. It must be value based. Finally, comprehensive personnel development must address the present and future needs of all constituencies in the field of disability to achieve successful employment outcomes. The author presents the context for an educational framework for rehabilitation personnel. This framework is based on four pillars-formal education, professional certification, continuing education and self-directed learning. The synergistic relationship among these pillars, and the constituency groups provides the framework for effective disability policy and positive employment outcomes for persons with disabilities.