A disability studies in mathematics education review of intellectual disabilities: Directions for future inquiry and practice

2019 ◽  
Vol 54 ◽  
pp. 100672 ◽  
Author(s):  
Paulo Tan ◽  
Rachel Lambert ◽  
Alexis Padilla ◽  
Rob Wieman
Keyword(s):  
Mathematics Education ◽  
Intellectual Disabilities ◽  
Disability Studies ◽  
Education Review

Enabling Militarism? The Inclusion of Soldiers with Disabilities in the Israeli Military

2019 ◽  
Vol 13 (4) ◽  
pp. 430-446 ◽  
Author(s):  
James Eastwood
Keyword(s):  
International Relations ◽  
Intellectual Disabilities ◽  
Disability Studies ◽  
Settler Colonialism ◽  
Critical Disability Studies ◽  
Military Studies

Abstract Soldiers are rarely imagined as having disabilities, other than when they are injured in war. Yet in recent years the Israeli military has devoted considerable resources to programs promoting the inclusion of soldiers with intellectual disabilities. This paper critically examines two such programs, arguing that they should prompt a reexamination of assumptions in both critical military studies and critical disability studies. These two fields are rarely placed in dialogue, especially in international relations. Yet this paper argues that they have productive insights to offer each other and suggests that the Israeli case raises important questions when their analytical frames are combined. First, the paper argues that this example complicates the category of soldier fitness in critical military studies and reveals that militarist distinctions between ability and disability can be destabilized in ways suggested elsewhere by critical disability studies. Second, however, the paper cautions that the emancipatory potential of alternative “crip” subjectivities explored in critical disability studies remains circumscribed by geopolitical processes (including neoliberalism, settler colonialism, and militarism), which international relations is well placed to analyze. These arguments are advanced by showing how these inclusionary programs for soldiers with disabilities are implicated in the debilitating violence of Israel's settler colonial project.

scholarly journals Brokenness / Transformation: Reflections on Academic Critiques of L'Arche

2016 ◽  
Vol 36 (1) ◽  
Author(s):  
Madeline Burghardt
Keyword(s):  
Intellectual Disabilities ◽  
Disability Studies ◽  
People With Disabilities ◽  
International Federation ◽  
Apparent Lack ◽  
Adults With Intellectual Disabilities

<p>L'Arche, an international federation of communities for adults with intellectual disabilities, has been critiqued by disability studies scholars throughout its fifty-year history due to its religiosity, its apparent lack of a rigorous stance on the need to address policy concerning people with disabilities, its philosophy concerning disability's meanings, and features of its language and discourse.  I address these concerns as someone who is both an academic and a long-term member of a L'Arche community. While there is historically limited and uneasy interaction between these two communities, I suggest there is potential for mutual and worthwhile exchange from theoretical and practical perspectives.</p>

scholarly journals The Romantic and Sexual Experiences of Adults with Intellectual Disabilities in Ontario, Canada.

2018 ◽  
Author(s):  
Alan Santinele Martino
Keyword(s):  
Intellectual Disabilities ◽  
Disability Studies ◽  
Lived Experiences ◽  
Sexual Experiences ◽  
Disabled People ◽  
Critical Disability Studies ◽  
Adults With Intellectual Disabilities

This dissertation will examine the sexual and intimate lives of adults with intellectual disabilitiesby putting into conversation theories from both the sociology of sexualities and the field ofcritical disability studies. The intersection of disabilities and sexualities remains a taboo topic inour society (Esmail et al. 2009; Shakespeare 2014). Research on the intersection of disabilitiesand sexualities remains under-researched and under-theorized in both the sociology of sexualitiesand critical disability studies, resulting in significant gaps in our understanding of the sexual andintimate lived experiences of disabled people (Erel et al. 2011; Kattari 2015; Liddiard 2011,2013; McRuer and Mollow 2012).

scholarly journals A Visão do Professor sobre Jogos Digitais no Ensino da Matemática para alunos com Deficiência Intelectual: Estado da arteTeacher´s view about digital games in Mathematics Education for students with intellectual disabilities: State of art

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Simone Dos Santos Venturelli Antunes Silva ◽  
Denise Pereira de Alcantara Ferraz
Keyword(s):  
Mathematics Education ◽  
Intellectual Disabilities ◽  
Digital Games ◽  
Students With Intellectual Disabilities ◽  
State Of Art

O presente artigo decorre de pesquisa cuja temática é o uso de jogos digitais no ensino de matemática a alunos com Deficiência Intelectual (DI). O objeto deste artigo é responder à seguinte questão: o que foi produzido no período de 2009 a 2018 sobre o ensino da matemática mediado por jogos digitais para alunos com DI? O recorte tem como foco a visão do professor. Para isso, realizou-se um estudo do estado da arte por meio de buscas no Google Acadêmico, nos bancos de dados da CAPES e Academia.edu. Percebe-se uma tendência por parte dos professores em reportar falta de capacitação para lidar com os computadores, além de considerarem que o uso de jogos digitais com objetivos didáticos traz benefícios ao aprendizado e à autonomia do aluno com DI. Conclui-se que este é um campo fértil para a realização de novas pesquisas.

scholarly journals Developing a Mathematics Module for Students with Intellectual Disability in Higher Education

2017 ◽  
Vol 6 (3) ◽  
pp. 169 ◽  
Author(s):  
Mark Prendergast ◽  
Natasha A Spassiani ◽  
Joseph Roche
Keyword(s):  
Higher Education ◽  
College Students ◽  
Intellectual Disability ◽  
Mathematics Education ◽  
Intellectual Disabilities ◽  
Education Programme ◽  
Academic Institutions ◽  
College Life ◽  
The World ◽  
Equal Citizenship

Individuals with intellectual disability (ID) have largely been excluded from accessing all levels of education and participating in college life. Fortunately, academic institutions around the world are slowly beginning to examine how they can support equal citizenship of individuals with ID within their community. In Ireland, one university has recently accredited an innovative higher education programme for college students with intellectual disabilities. One of the emergent modules focuses on mathematics and recognises the importance of developing students’ numeracy skills in order to confidently navigate today’s society. Despite the increased emphasis on general mathematics education, the authors found there to be a dearth of research regarding the development of such a module for students with ID. This paper describes the design and development of the mathematics module and also details its piloting and evaluation with a cohort of students with ID who were enrolled in a higher education course in an Irish university.

scholarly journals “I be Dawg”: Intellectual Disability and the Animal Other in the Works of William Faulkner

2014 ◽  
Vol 34 (4) ◽  
Author(s):  
S. A. Larson
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Disability Studies ◽  
William Faulkner ◽  
Coping Mechanism ◽  
Paradoxical Effect ◽  
Psychological Coping ◽  
The Hamlet

<span>There is a considerable dearth of criticism that applies the critical lens of Disability Studies to the works of William Faulkner. This paper hopes to contribute to the discourse on Faulkner and disability by using a Disability Studies prospective to explore the intersection of intellectual disability and the psychological coping mechanism of dehumanization in the novels&nbsp;</span><span><em>Sanctuary</em></span><span>&nbsp;and&nbsp;</span><span><em>The Hamlet</em></span><span>. In both novels, characters with intellectual disabilities are depicted as animals. This paper argues that Faulkner's normate characters use dehumanization to marginalize, neglect, and even abuse characters with intellectual disabilities. However, the act of dehumanization has the paradoxical effect of calling attention to the humanity and sentience of characters with intellectual disabilities.</span>

Disability, Narrative Normativity, and the Stigmatized Vernacular of Communicative (in)Competence

2015 ◽  
Author(s):  
Amy Shuman
Keyword(s):  
Intellectual Disabilities ◽  
Social Interactions ◽  
Disability Studies ◽  
Communicative Competence

Amy Shuman starts us off with chapter 1, “Disability, Narrative Normativity, and the Stigmatized Vernacular of Communicative (in)Competence,” which builds on her previous work with Diane E. Goldstein and their shared contention that folklorists can make an important contribution to the study of stigma by devoting particular attention to the process of managing how value is assigned, claimed, and denied in social interactions, rather than focusing on categories of stigmatization. Placing ethnographic practice and folkloristic theories of communicative competence in conversation with the works of disability studies, anthropology, and sociolinguistics, Shuman endeavors to demonstrate how normativity stigmatizes individuals, especially those with intellectual disabilities (ID), and underscores the need for multiple normalcies.

Music, Intellectual Disability, and Human Flourishing

2016 ◽  
Author(s):  
Licia Carlson
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Disability Studies ◽  
Medical Model ◽  
The Self ◽  
Musical Experience ◽  
Human Flourishing ◽  
Critical Questions ◽  
People With Intellectual Disabilities ◽  
Ethical Relationships

This essay explores the various ways that music is relevant to the lives of people with intellectual disabilities. Moving beyond a therapeutic and medical model, musical experience can reveal certain dimensions of the self, establish ethical relationships, and promote new kinds of flourishing that, in turn, challenge dominant assumptions about the lives of people with intellectual disabilities. Taking music seriously also raises important critical questions for the field of Disability Studies regarding the marginalization of people with intellectual disabilities, the value of scientific and theoretical discourse, and the very meaning of “intellectual disability.”

scholarly journals Teaching Disability Studies Together: The Importance of Having Instructors with Labels of Intellectual Disabilities

2021 ◽  
Vol 10 (3) ◽  
pp. 275-284
Author(s):  
Micah Fialka-Feldman ◽  
Mike Gill
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Disability Studies ◽  
Teaching Experience ◽  
Short Commentary ◽  
The University

This short commentary has two goals: 1) to share the unique co-teaching experience of two disabled instructors, one of whom has a label of intellectual disability, and 2) to discuss how we, as two white disabled men, try to incorporate the principles of disability justice in our efforts to disrupt bodymind hierarchies within and outside the university classroom and to share some of the resources we use.

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