Disability as Psycho-Emotional Disablism: A Theoretical and Philosophical Review of Education Theory and Practice

Hernández-Saca, David I.; Cannon, Mercedes A.

doi:10.1007/978-981-287-532-7_456-1

Cited by 12 publications

(6 citation statements)

References 12 publications

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“…Supportive leadership in the school environment can transform both the dis/ability oppression of the built environment as well as the social exclusions inherent in ableist structural violence. In the world of children, bullying is a primary vector for internalizing ableist oppression Hernandez-Saca & Cannon, 2016). This ethnodramatic story stresses that school leaders must model a supportive and warm bearing for classroom peers to emulate.…”

Section: Discussionmentioning

confidence: 99%

The School of No Fun and No Play: Learning How to Create Supportive Environments from Children with Osteogenesis Imperfecta

Cleary,

Linds,

Carnevale

et al. 2024

J. Disabil. Stud. Educ.

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Children with medically complex dis/abilities hold sophisticated views on effective school leadership, adapted built environments, inspiring peer solidarity, catalyzing transformational solutions and a possible school-hospital liaison model to support student well-being. Using child-centric collaborative techniques, this ethnodramatic study engaged children with osteogenesis imperfecta (oi), a rare genetic disease, to create a children’s book describing their moral experiences to be disseminated to other children and families. Children living with oi experience ongoing medical interventions and dis/ability that broadly jeopardized the quality of their academic experience relative to their peers. As such, children living with oi offered trenchant insight into what supports and thwarts operationalization of their values and highlights the programs, leadership, services and paradigm shifts they feel that they need to flourish in the academic context.

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Section: Discussionmentioning

confidence: 99%

The School of No Fun and No Play: Learning How to Create Supportive Environments from Children with Osteogenesis Imperfecta

Cleary,

Linds,

Carnevale

et al. 2024

J. Disabil. Stud. Educ.

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“…Besides being a health-promoting context [ 5 , 26 , 27 ], green spaces have been framed as challenging and risky environments providing opportunities to test and promote the physical and mental stamina of people with disabilities [ 49 ]. Still, we do acknowledge that safety is a core component of the quality of professional practice [ 49 , 50 , 51 ]. In professional rehabilitation, practice safety is often considered in the absence of risks and often relates to following strict procedures, obtaining a high degree of control and minimising risks and challenges [ 35 , 49 , 52 ].…”

Section: Discussionmentioning

confidence: 99%

“…In professional rehabilitation, practice safety is often considered in the absence of risks and often relates to following strict procedures, obtaining a high degree of control and minimising risks and challenges [ 35 , 49 , 52 ]. However, the absence of risks has been argued to potentially prevent people with disabilities from learning how to manage and cope in outdoor physically and socially challenging environments, resulting in adverse consequences [ 33 , 49 , 50 , 51 ]. In this research, a combined approach is suggested: capitalising on the “best practices” of conventional indoor rehabilitation and building on the capacities offered by urban green spaces.…”

Section: Discussionmentioning

confidence: 99%

“It Was Definitely an Eye-Opener to Me”—People with Disabilities’ and Health Professionals’ Perceptions on Combining Traditional Indoor Rehabilitation Practice with an Urban Green Rehabilitation Context

Madsen

Poulsen

Nielsen

et al. 2021

IJERPH

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Research points to the health benefits of rehabilitation in urban green spaces. Nevertheless, more studies indicate complexity of utilising urban green spaces in an established health system context. An understanding of challenges related to rehabilitation in urban green spaces remains unaddressed. Therefore, the aim was to describe and analyse people with disabilities’ and health professionals’ perceptions on combining traditional indoor rehabilitation practice with an urban green rehabilitation context. The interpretive description methodology was applied supplemented by Edgar Schein’s Model of Organisational Culture. Three online focus group interviews were conducted with people with disabilities (n = 4) and health professionals (n = 10). Three interrelated themes formed an understanding of rehabilitation practice in an urban green rehabilitation context: “ambivalence due to contextual change”, “negotiating rehabilitation assumptions” and “expanding the frame of rehabilitation”. Expanding the frame of rehabilitation to an urban green context may provide a basis for enhancing compatibility to everyday life for people with disabilities and still accommodate structural quality standards of professional rehabilitation practice.

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“…On one hand, health professionals take on a gatekeeper role to protect people with disabilities from the risks inherent in outdoor community contexts (Burns et al, 2013; McCluskey & Middleton, 2010). On the other hand, this gatekeeper strategy may deprive people with disabilities from learning how to manage and cope in outdoor physical and social challenging environments, resulting in adverse consequences (Hernandez-Saca & Cannon, 2016; Nunnerley et al, 2013). Therefore, the unruliness and risks inherent in outdoor experiences pose complex circumstances for the health professionals to navigate (Burns et al, 2013; McCluskey & Middleton, 2010).…”

Section: Discussionmentioning

confidence: 99%

Navigating a Middle Ground - Exploring Health Professionals’ Experiences and Perceptions of Providing Rehabilitation in Outdoor Community Settings

et al. 2020

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Contemporary practice has started to rethink use of outdoor and community environments for advancing comprehensive rehabilitation outcomes. The aim is to examine health professionals’ experiences and perceptions of providing rehabilitation in outdoor community settings. The purpose is to use these experiences to generate practice-based knowledge in using the outdoors as a means to guide community-based rehabilitation. The Interpretive Description methodology was accompanied by social practice theory. Fieldwork was conducted utilizing participant observation, photovoice, and focus-group interviews. Included were 27 health professionals. The analysis revealed how “naturalistic learning opportunities” offered health professionals strategies to empower activity and participation levels and yet invoked “rehabilitation setting tensions.” A continuum was engaged in the theme “navigating a middle ground,” representing an integrated environment approach; rehabilitation in conventional indoor and outdoor community settings. Development of a sustainable concept for outdoor community-based rehabilitation involves strengthening health professionals’ competencies and skills for providing outdoor and community work.

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Disability as Psycho-Emotional Disablism: A Theoretical and Philosophical Review of Education Theory and Practice

Cited by 12 publications

References 12 publications

The School of No Fun and No Play: Learning How to Create Supportive Environments from Children with Osteogenesis Imperfecta

The School of No Fun and No Play: Learning How to Create Supportive Environments from Children with Osteogenesis Imperfecta

“It Was Definitely an Eye-Opener to Me”—People with Disabilities’ and Health Professionals’ Perceptions on Combining Traditional Indoor Rehabilitation Practice with an Urban Green Rehabilitation Context

Navigating a Middle Ground - Exploring Health Professionals’ Experiences and Perceptions of Providing Rehabilitation in Outdoor Community Settings

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