Handbook of Disability Studies

Albrecht, Gary L.; Seelman, Katherine D.; Bury, Michael

doi:10.4135/9781412976251

Cited by 332 publications

(24 citation statements)

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“…This model shifts the problem away from individuals, impairments, and services by focusing on social barriers, which inhibit those with disabilities from full participation in society. When disability is cast as a social construction, the social model guides people with disabilities and their allies toward dealing with external barriers, such as phys ical obstacles to building access, as well as attitudinal issues, such as prejudice and discrimination (Gill, 2001;Olkin, 1999).…”

Section: A P E R S O N -F Ir S T a P P R O A C H : T H E S O C Ia L Mmentioning

confidence: 99%

“…The degree to which disabled people identify with disability culture is, in large part, related to their own disability identity development (Andrews et ah, 2013;Gill, 1997Gill, , 2001see also, Hahn & Belt, 2004). The extent to which disabled individuals elect to use identity-first lan guage may be similarly related to their stage of disability identity development and associated with factors such as whether they have congenital or acquired disabilities, or certain types of disabilities; this area has received no em pirical research attention to date.…”

Section: An Identity-first Alternative: the M Inority M Odelmentioning

confidence: 99%

“…A disabled person is often the only one in his or her family of origin with a disability, resulting in limited exposure to individuals with the same or other disabilities (Gill, 2001). Attitudes about disability may range from feelings of shame and embarrassment to expe riences of disability pride (Andrews et al, 2013).…”

Section: An Identity-first Alternative: the M Inority M Odelmentioning

confidence: 99%

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Person-first and identity-first language: Developing psychologists’ cultural competence using disability language.

Dunn¹,

Andrews²

2015

American Psychologist

414

284

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The American Psychological Association (APA) advocates the use of person-first language (e.g., people with disabilities) to refer to individuals with disabilities in daily discourse and to reduce bias in psychological writing. Disability culture advocates and disability studies scholars have challenged the rationale for and implications of exclusive person-first language use, promoting use of identity-first language (e.g., disabled people). We argue that psychologists should adopt identity-first language alongside person-first constructions to address the concerns of disability groups while promoting human dignity and maintaining scientific and professional rigor. We review the evolution of disability language and then discuss the major models used to characterize disability and people with disabilities. The rationale for person-first language and the emergence of identity-first language, respectively, are linked to particular models. We then discuss some language challenges posed by identity-first language and the current intent of person-first language, suggesting that psychologists make judicious use of the former when it is possible to do so. We conclude by offering five observations of ways that use of both person-first and identity-first language could enhance psychologists' cultural competence regarding disability issues in personal and scientific communications.

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Section: A P E R S O N -F Ir S T a P P R O A C H : T H E S O C Ia L Mmentioning

confidence: 99%

Section: An Identity-first Alternative: the M Inority M Odelmentioning

confidence: 99%

Section: An Identity-first Alternative: the M Inority M Odelmentioning

confidence: 99%

See 1 more Smart Citation

Person-first and identity-first language: Developing psychologists’ cultural competence using disability language.

Dunn¹,

Andrews²

2015

American Psychologist

414

284

View full text Add to dashboard Cite

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“…This life course approach highlights an inborn time component of the ICF, which helps in understanding and modelling the (dis)ability creating process of each individual (Fougeyrollas and Beauregard, 2001;Priestley, 2003).…”

Section: A Valuable Time Component Of the Icf May Support Continuity mentioning

confidence: 99%

“…The ICF representation of the life course of every community member who attends a universally accessible Primary Care centre may raise awareness about both enabling and disabling determinants for any life stage and for everyone, including the temporally abled persons (Ingstad and Reynolds, 1995;Barnes and Mercer, 2001). This context-specific knowledge may guide local communitybased disability prevention programmes, as a result of universally accessible care for persons with and without disability, to all of whom the ICF is applied.…”

Section: The Universal Application Of the Icf Can Promote Comprehensimentioning

confidence: 99%

The Use of the International Classification of Functioning, Disability and Health in Primary Care: Findings of Exploratory Implementation Throughout Life

Debrouwere¹,

Lebeer²,

Prinzie

2016

DCID

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Reasonable Accommodations for Medical Faculty With Disabilities

Steinberg¹

2002

JAMA

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An unknown number of medical school faculty have disabilities, and their experiences have generally escaped notice and scrutiny. Although most medical schools offer long-term insurance and extended leaves of absence for disability, relatively few have policies explicitly addressing accommodations for faculty with disabilities as they perform teaching, research, and clinical duties. We discuss accommodating active medical school faculty with disabilities, drawing on University of Pennsylvania School of Medicine initiatives exploring the concerns of faculty with sensory and physical disabilities. Anecdotal reports suggest that many faculty, fearing reprisals, resist seeking job accommodations such as those mandated in the 1990 Americans with Disabilities Act (ADA). Although some faculty with disabilities have found supportive academic mentors, others report that lax institutional enforcement of ADA requirements, including physical access problems, demonstrates a tepid commitment to disabled staff. Potentially useful job accommodations include adjusting timelines for promotion decisions; reassessing promotions requirements that inherently require extensive travel; improving physical access to teaching, research, and clinical sites; and modifying clinical and teaching schedules. Faculty with disabilities bring identical intellectual and collegial benefits to medical schools as their nondisabled counterparts. In addition, they may offer special insights into how chronic illness and impairments affect daily life.

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Handbook of Disability Studies

Cited by 332 publications

References 0 publications

Person-first and identity-first language: Developing psychologists’ cultural competence using disability language.

Person-first and identity-first language: Developing psychologists’ cultural competence using disability language.

The Use of the International Classification of Functioning, Disability and Health in Primary Care: Findings of Exploratory Implementation Throughout Life

Reasonable Accommodations for Medical Faculty With Disabilities

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