Changing social attitudes toward disability: perspectives from historical, cultural, and educational studies

Collis, Anne

doi:10.1080/09687599.2016.1167362

Cited by 2 publications

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“…In so doing, power relations are playing out; the political backdrop and legislative landscape are elitist, based upon higher levels of literacy by ‘some’ (p. 224). Equally, Bolt (2014) suggests the notion of ‘disabled’ delineates between able and disabled, creating supremacy ideologies.…”

Section: Literature Reviewmentioning

confidence: 99%

Dyslexia: ‘The right diagnosis … The wrong treatment’

Beckett

2024

Support for Learning

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The polarisation of attitudes towards dyslexia appears to be contingent upon the awareness of the implications of adopting a medical model to interpreting dyslexia (as a medical ‘condition’) or applying an educational overlay, based upon difficulties in certain areas, to interpreting and making provision for those with dyslexia. Specifically, it underscores the difficulties dyslexics have in reading and the comprehension of what has been read. Furthermore, it accentuates the approaches taken in the 1980s and the turn of the century to dyslexia was, for these interviewees, unfitting. However, it raises other questions about whether the current practice is suited to the needs of those with dyslexia, or whether a universal offer is made, regardless of specific need. In the wake of this research, three emergent themes occur, dyslexia and stigmatisation, the impact of stigmatisation and poorly suited provision upon self‐esteem and the stress this generates. As key practitioner points, this disquisition underlines the need to tailor provision for inclusive education based upon the needs of the individual with dyslexia. It further illumines the stress of unsuitable provision, manifesting the imperative nature of adequate training and resourcing for dyslexia.

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Section: Literature Reviewmentioning

confidence: 99%

Dyslexia: ‘The right diagnosis … The wrong treatment’

Beckett

2024

Support for Learning

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“…Indeed, although disability studies investigates disability as a socially constructed phenomenon, the literature shows that manifestations of how the disability experience affects the adult learning context are frequently ignored (Clark, 2006). Accordingly, many variants of ableism find their way into the classroom: cognitive ableism is a bias in favour of the interests of people who actually or potentially have certain cognitive abilities (Carlson, 2001); lexism is an array of normative practices, assumptions, and attitudes about literacy (Collinson, 2014); sanism is the privileging of people who do not have socalled mental health problems (Prendergast, 2014); audism is the normative landscape in which everyone perceives by auditory means (Bauman and Murray, 2009); and ocularcentrism is the dominance of visual perception (Jay, 1994). The list could go on and on, for normative positivisms are embedded in every aspect of Higher Education.…”

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Enabling the classroom and the curriculum: higher education, literary studies and disability

Bolt

2016

Journal of Further and Higher Education

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In this paper the tripartite model of disability is applied to the lived experience of twenty-first-century Higher Education. The tripartite modle facilitates a complex understanding of disability that recognises assumptions and discrimination but not at the cost of valued identity. This being so, not only the normative positivisms and non-normative negativisms but also the non-normative positivisms of the classroom and the curriculum are explored. Inclusion is taken as the starting point and the argument progresses to profound and innovational appreciation of disability. The problem addressed is that inclusion, as shown inThe biopolitics of disability, constitutes little more than inclusion-ism until disability is recognised in the context of alternative lives and values that neither enforce nor reify normalcy (Mitchell and Snyder, 2015). Informed by this understanding the paper adopts the disciplinary example of literary studies and refers to Brian Friel's Molly Sweeney as a primary text. The conclusion is that, despite passive and active resistance, disability enters Higher Education in many ways, most of which are beneficial to students and educators alike.

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Changing social attitudes toward disability: perspectives from historical, cultural, and educational studies

Abstract: Changing Social Attitudes toward Disability is a fascinating edited volume with contributions from 15 authors, each presenting a well-written and thought-provoking insight into their academic world. The book's greatest strength is giving an academic reader an opportunity to gain flashes

Cited by 2 publications

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Dyslexia: ‘The right diagnosis … The wrong treatment’

Dyslexia: ‘The right diagnosis … The wrong treatment’

Enabling the classroom and the curriculum: higher education, literary studies and disability

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