“Are You Retarded?” “No, I'm Catholic”: Qualitative Methods in the Study of People with Severe Handicaps

Biklen, Sari Knopp; Moseley, Charles R.

doi:10.1177/154079698801300305

Cited by 66 publications

(43 citation statements)

References 14 publications

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“…These methods are time-consuming, but were chosen to obtain first-hand information on relevant data. People with ID are often represented by significant others (Biklen and Mosley 1988;Tøssebro 1998) because most of them are illiterate and some are non-verbal and thus unable to speak for themselves and participate in studies using questionnaires or interviews (Tøssebro 1998) that are commonly used in this kind of research otherwise.…”

Section: Methodsmentioning

confidence: 99%

Foodwork among people with intellectual disabilities and dietary implications depending on staff involvement

Adolfsson

Fjellström

Lewin

et al. 2012

Scandinavian Journal of Disability Research

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The food provision for people with intellectual disability (ID) in Sweden is organized within their own households. The aim of this study was to describe how foodwork Á planning for meals, shopping for food and cooking Á is performed in different social contexts in community settings involving people with ID, staff or both. Dietary intake in the main meals in relation to foodwork practice was also studied. Four different foodwork practices could be distinguished. For some participants only one kind of foodwork practice was found, but for most of them two or more different practices. There was a tendency that food items and dishes chosen and used differed depending on what foodwork practice was performed, which, in turn, affected the nutrient intake. More attention needs to be directed to these everyday matters as a means to increase the quality of support in food for people with ID.

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Section: Methodsmentioning

confidence: 99%

Foodwork among people with intellectual disabilities and dietary implications depending on staff involvement

Adolfsson

Fjellström

Lewin

et al. 2012

Scandinavian Journal of Disability Research

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show abstract

“…Because 2 of the 11 young adult participants were unable to express themselves verbally in a typical interview format, the researcher employed alternative methods suggested by Biklen and Mosely (1988 puter text files. After the data had been gathered, formal analysis was begun using an emergent theme approach (Bogdan & Biklen, 1982).…”

Section: Data Collection Proceduresmentioning

confidence: 99%

“Their Senior Year”: Family and Service Provider Perspectives on the Transition from School to Adult Life for Young Adults with Disabilities

Gallivan-Fenlon

1994

Journal of the Association for Persons with Severe Handicaps

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ENABLETransition from school to adult life has recently become a significant concernfor policy makers, educators, adult service providers, and families who have a son or daughter with a severe disability. How individuals understand this transition can be an important source of informationfor efforts in this area; yet little or no specific data currently exist on how transition services are being provided and whether or not they facilitate successful outcomes for young adults with disabilities. The purpose of this research was to discover how transition from school to adult life is experienced and understood by particular young adults with disabilities, families, and serviceproviders. Qualitative methods were utilized over a 16-month period to gather and analyze data on the transition process for 11 young people with disabilities. Eight main themes emerged from the data: differing future expectations for young adults with disabilities; inconsistent implementation ofspecial education curricula and lack of inclusive educational practices; lack of transition related knowledge; hastily and poorly coordinated transition planning; a prevalence of restrictive views on employment and community living opportunities for adults with disabilities; low levels of family participation; outcomes of unemployment and isolation for most young adult participants; and significant benefits of supported employment and community inclusion. The study has implications for policy making regardingtransition, and recommended servicepractices are offered.

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“…Though people with intellectual disabilities are reported to be both willing and able to tell about their lives and activities, many authors still report of problems inherent in interviewing such informants (e.g. Azmi, Hatton, Emerson, & Caine, 1997;Biklen & Moseley, 1988;Carnaby, 1997;Flynn, 1986;Jahoda, Markova, & Cattermole, 1988;McVilly, 1995;Sigelman et al, 1981;Tøssebro, 1990;Tøssebro, 1992;Wyngaarden, 1981).…”

Section: Getting the Picture: Photo-assisted Conversations As Interviewsmentioning

confidence: 99%

Getting the picture: Photo‐assisted conversations as interviews

Folkestad¹

2000

Scandinavian Journal of Disability Research

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“Are You Retarded?” “No, I'm Catholic”: Qualitative Methods in the Study of People with Severe Handicaps

Cited by 66 publications

References 14 publications

Foodwork among people with intellectual disabilities and dietary implications depending on staff involvement

Foodwork among people with intellectual disabilities and dietary implications depending on staff involvement

“Their Senior Year”: Family and Service Provider Perspectives on the Transition from School to Adult Life for Young Adults with Disabilities

Getting the picture: Photo‐assisted conversations as interviews

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