Components of perceived stigma and perceptions of well-being among university students with and without disability experience

Green, Sara E.

doi:10.5172/hesr.2007.16.3-4.328

Cited by 49 publications

(62 citation statements)

References 5 publications

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“…This research defines the conception of disability as a social phenomenon based on three aspects: 1) recognition of a person's otherness as a factor that has impact on interpersonal relationships (Green, 2007;Norwich, 2009); 2) expression of social participation as a realisation of equal opportunities (Terzi, 2010;Gevorgianienė, Galkienė, Grincevičienė, 2008); 3) accentuation of dignity -ethical imperative of inclusive education -of a person with a disability (Fitch, 2009).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…A person with a disability feels as a part of the community, while on the other hand, one still perceives self in the role of a disabled. Disability researchers E. S. Green (2007), L. N. S. Bampi, D. Guilhem, E. D. Alves (2010) noticed that in the context of interpersonal relationships, a person with a disability may frequently undergo stigmatisation experiences and sometimes such feelings are particular by families with disabled members or communities of the disabled. It is obvious that interpersonal interaction that constructs social relations brings relevance to dignity or humiliation experiences encountered by a person with a disability.…”

Section: Introductionmentioning

confidence: 99%

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Internalisation of Disability as a Social Phenomenon in the Reality of Inclusive Education

Galkienė

2016

PED

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Abstract. Otherness of students that alters their aesthetical appearance, reduces physical abilities or limits cognitive potential may determine the difference in levels of individuals and different nature of interpersonal relationships. The research aimed at finding the answer to the question: What attitudes of educators and inclusively educated students result in internalised conception of disability as a social phenomenon?

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Internalisation of Disability as a Social Phenomenon in the Reality of Inclusive Education

Galkienė

2016

PED

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“…Visokošolske institucije si sicer prizadevajo za uvajanje raznoraznih politik in praks, s katerimi želijo premagati ovire pri študiju, vendar se o tem premalo posvetujejo s študenti s posebnimi potrebami samimi, kar vodi v njihovo margi nalizacijo (Green, 2007). Kar se tiče uvajanja politik pozitivne diskriminacije in afirmativnih ukrepov za študente s posebnimi potrebami, raziskave kažejo, da so bila stališča do populacije oseb s posebnimi potrebami pred sprejetjem raznih antidiskriminacijskih zakonov (npr.…”

Section: Stališča Predsodki In Stereotipi O šTudentih S Posebnimi Pounclassified

Stališča in predsodki o študentih s posebnimi potrebami

Rebolj¹

2014

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“…Disabled students find themselves caught up in particular social or cultural discourses that dismiss, disregard, or devalue them (Goffman, 1963) at several stages or intersections of identification. Additionally, disabled students encounter awkwardness or nervousness as well as a loss of status from systemic discrimination (Green, 2007). This occurs when disabled persons are not able to participate fully in their community due to an institutional impulse to segregate them from the "norm" (Green, 2007;Linton, 1998).…”

mentioning

confidence: 99%

“…Additionally, disabled students encounter awkwardness or nervousness as well as a loss of status from systemic discrimination (Green, 2007). This occurs when disabled persons are not able to participate fully in their community due to an institutional impulse to segregate them from the "norm" (Green, 2007;Linton, 1998). Such ruling relations continue to delineate the powerful from the powerless by segregating students with LDs from mainstream education and allowing them partial rather than full accommodations in post-secondary institutions (Harry & Klinger, 2006).…”

mentioning

confidence: 99%

Navigating Post-Secondary Institutions in Ontario with a Learning Disability: The Pursuit of Accommodations

McKenzie

2015

CJDS

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Students with learning disabilities (LDs) face numerous challenges as they navigate their way through post-secondary institutions in Ontario. Through an institutional ethnographic analysis, this paper contextualizes my lived experience of having an LD within the ruling relations in postsecondary institutions in the current neoliberal environment. Institutional ethnography is both a theory and a method of interpreting everyday social interactions through analysis of the texts (broadly defined) in modern society, such as policy documents, newspapers, and electronic media. As such, this method lends itself to understanding the medicalization of LDs because it demonstrates that expert knowledge is ideological. Using a social model of disability, I compared both the documentation on attaining accommodations and my lived experience at three universities that I attended and am attending. In evaluating how students negotiate the pathways within the power relations and social organization of these institutions, I am able to offer precise and constructive recommendations that would improve the experience and academic outcomes for students with LDs. Keywords learning disabilities, post-secondary institutions, ruling relations, accommodationsMcKenzie, "The pursuit of accommodations" CJDS 4.1 (January 2015) 36 Navigating post-secondary institutions in Ontario with a learning disability:The pursuit of accommodations that vary from moderate to severe. Of these students, nearly 48% are women and 37% are men.Among those students attending university, only 3% go on to post-graduate studies (HRSDC, 2010). The number of LD students who are successful in post-secondary education is low, and the gap continues to widen between disabled and non-disabled students, particularly at the graduate level (Getzel, 2008).Through an institutional ethnographic analysis, this paper contextualizes my lived experience of having an LD within the ruling relations in post-secondary institutions in the current neoliberal environment. Dorothy Smith (1974a) defines "ruling relations" as the "total complex of activities differentiated into many spheres, by which our kind of society is ruled, managed, administrated" (p. 8). Canada's turn to neoliberalism since the 1970s is reflected in most institutions, including post-secondary institutions, which allows for the colonization of wide aspects of the social order by a market and economic mentality (Brodie, 1999; Connell, 1 The terms "disability" and "learning disability (LD)" will be used interchangeably because both experience oppression and may require accommodation in the post-secondary educational setting.McKenzie, "The pursuit of accommodations" CJDS 4.1 (January 2015)

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Components of perceived stigma and perceptions of well-being among university students with and without disability experience

Cited by 49 publications

References 5 publications

Internalisation of Disability as a Social Phenomenon in the Reality of Inclusive Education

Internalisation of Disability as a Social Phenomenon in the Reality of Inclusive Education

Stališča in predsodki o študentih s posebnimi potrebami

Navigating Post-Secondary Institutions in Ontario with a Learning Disability: The Pursuit of Accommodations

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