A short history of approaches to disability in the Netherlands

Brants, Luc; Trigt, Paul van; Schippers, A.

doi:10.1201/9781315198781-11

Cited by 5 publications

(10 citation statements)

References 2 publications

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“…In contrast to the disability movement in the United States and the United Kingdom, Dutch DPOs did not link the terminology debate to a demand for equal rights. This is consistent with the rarity of structural or principled discussions among Dutch disability activists and the absence of long-term visions (Brants, Van Trigt & Schippers 2018). Historically, living with a disability in the Netherlands has been viewed through the lens of care and support rather than human rights (Van Trigt 2015).…”

Section: Introductionsupporting

confidence: 59%

Layers of Disability Terminology Experiences of People with Disabilities and their Relatives: An Analysis of Dutch Newspapers between 1950–2020

Haar¹,

Hilberink

Schippers

2023

Scandinavian Journal of Disability Research

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Despite the current terminology debate, little is known about the terminology experiences of people with disabilities and their relatives. Therefore, their interviews and letters to editors about disability terminology experiences published in Dutch newspapers between 1950 and 2020 were examined using inductive qualitative analysis. Three themes were derived. Contributors (1) objected to the use of particular terms and explained why a change in disability terminology was required; (2) argued that a change in disability terminology was viable; and (3) opposed proposed terminological changes. Contributors stated that derogatory and outmoded terms did not accurately depict the abilities of people with disabilities, resulting in stigmatisation and exclusion. Few contributors addressed a cross-disability perspective, and there was no mention of disability policy in the terminology debate. Meaningful associations between disability terminology experiences and the visibility and onset of the disability could be established. The newspaper contributions reflected the growing selfawareness of people with disabilities and their relatives.

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Section: Introductionsupporting

confidence: 59%

Layers of Disability Terminology Experiences of People with Disabilities and their Relatives: An Analysis of Dutch Newspapers between 1950–2020

Haar¹,

Hilberink

Schippers

2023

Scandinavian Journal of Disability Research

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“…In addition, it is important to replicate the present research design in other locations, cultures and societies. It is important to consider the interrelationships between individuals and their social and cultural environment, as proposed by the ecological model (Brants et al, 2016; Loidl et al, 2016; McDougall et al, 2010; Thompson et al, 2009). On the level of policymaking, the concept of humanization is proposed here as a call to adopt the humanistic perspective in supervising and supporting adults with intellectual disability.…”

Section: Discussionmentioning

confidence: 99%

Humanization: The humanistic perspective as a guide for supporting people with intellectual disability

Neuman

2023

Brit J Learn Disabil

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BackgroundDespite humanistic declarations regarding the rights of people with intellectual disability to live a full, meaningful life, in practice, resulting from dilemmas experienced by direct support provides, support is often limited to a focus on functional independence. The aim of this research was to define the theoretical principles by which the gap between humanistic declarations and practice can be overcome.MethodThe research focused on the role perception of 30 direct support providers who participated in semistructured interviews. A case study methodology was used applying an interpretative phenomenological analysis (IPA).FindingsThe interviews revealed that a humanistic perspective has been partially incorporated into the general attitudes of direct support providers. In practice, however, they indicated that they face dilemmas that challenge them in their daily work.ConclusionTo assist direct support providers in resolving their dilemmas, by adhering to humanistic principles, a ‘humanization’ model is offered. The theoretical principles underlying the model focus on meaningful life as the aim of support, enhancing recipients’ autonomy, adhering to a holistic perspective and conducting dialogues acknowledging the abilities of people with intellectual disability to understand, choose and face challenges. Further examination of the model and its application in practice is recommended.

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“…The consequences of centuries of segregated 'special education' in the Netherlands are still palpable. In 1994, 15 forms of special education were provided, serving almost 5% of all primary group aged children (Brants et al, 2018). In 2014, 'fitting/suitable education' was written into law which entailed collaboration between regular and special education to provide educational care based on students' 'needs.'…”

Section: Legislation and Historical Contextmentioning

confidence: 99%

Integration of a Disability Lens as Prerequisite for Inclusive Higher Education

Spaan,

Van Trigt,

Schippers

2024

EJIE

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PURPOSE. Occidental higher education often approaches disability as a disparate issue, failing to recognize that it is part of human diversity. Such an approach hinders inclusive education because it overlooks how disability is intertwined with other identities and concepts of exclusion. The overarching aim of this paper is to enhance understanding of (intersecting) disabling processes within education policy and practice and the impact thereof on students; and to raise educators’ awareness about how integration of knowledge from Disability Studies within pedagogy and their daily interaction with students, can positively influence disabled students’ wellbeing, their study opportunities and aid the overall process of inclusion. APPROACH. This paper offers a disability lens by (1) presenting a literature overview from a Disability Studies (DS) perspective about disability and exclusionary phenomena, in particular disablism and ableism; (2) substantiating how a current focus on accessibility hinders actual inclusion; (3) analysing a case-study through the presented perspective with attention to Dutch contextual factors. For the case-study, the first author and ‘Tess’ engaged in regular conversations during a year in which Tess shared her experiences as a student of higher education. In this paper, a selection of these experiences is presented from a reflexive perspective and with application of the presented frameworks. With this, the complex impact of exclusionary processes on interactions between students, educators and on the organization of university involved (social) events is illustrated. FINDINGS. The lack of nuanced, fluid and intersectional approaches to disability within mainstream education hinders the recognition of (epistemic) injustices. Exclusionary processes and practices in higher education remain unacknowledged, although they negatively impact disabled students and block their epistemic contribution. Moreover, the continued focus on accessibility hinders implementation of the international convention on the rights of persons with disabilities and deflects attention from the fact that inclusive education requires systemic change and a multi-layered approach. KEY MESSAGE. The current trajectory of disability inclusion is counterproductive without true systemic change. Integration of the presented disability lens is imperative for truly intersectional approaches to inclusion and offers educators a way to positively influence students’ wellbeing and identity development, even when policy changes are not yet achieved. Points of interest: Knowledge and attitudes about disability in higher education systems, in policies and practice, often do not portray disability from the perspective of disabled people themselves. There is also a lack of understanding how disability is part of human diversity and is intertwined with other identity aspects. Because higher education often focusses on including disabled people in existing systems by way of individual accommodations rather than on changing the design of the system, disabled students experience various forms of exclusion, varying from opportunities to study to the way they are approached by educators, that effect their wellbeing. The usefulness of disability studies theory is illustrated by applying them to the experiences of ‘Tess’, demonstrating how her personal and professional life was influenced by them. We argue that policies need to change and that educators themselves can work on true inclusion by recognising disability as diversity and by integrating up-to-date knowledge from the perspective of disabled people themselves in their approaches.

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A short history of approaches to disability in the Netherlands

Cited by 5 publications

References 2 publications

Layers of Disability Terminology Experiences of People with Disabilities and their Relatives: An Analysis of Dutch Newspapers between 1950–2020

Layers of Disability Terminology Experiences of People with Disabilities and their Relatives: An Analysis of Dutch Newspapers between 1950–2020

Humanization: The humanistic perspective as a guide for supporting people with intellectual disability

Integration of a Disability Lens as Prerequisite for Inclusive Higher Education

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