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The Routledge International Handbook of Critical Autism Studies (Routledge International Handbooks)
by Damian Milton and Sara RyanThis handbook provides an authoritative and up-to-date overview of Critical Autism Studies and explores the different kinds of knowledges and their articulations, similarities, and differences across cultural contexts and key tensions within this subdiscipline. Critical Autism Studies is a developing area occupying an exciting space of development within learning and teaching in higher education. It has a strong trajectory within the autistic academic and advocate community in resistance and response to the persistence of autism retaining an identity as a genetic disorder of the brain. Divided into four parts • Conceptualising autism • Autistic identity • Community and culture • Practice and comprising 24 newly commissioned chapters written by academics and activists, it explores areas of education, Critical Race Theory, domestic violence and abuse, sexuality, biopolitics, health, and social care practices. It will be of interest to all scholars and students of disability studies, sociology, anthropology, cultural studies, education, health, social care, and political science.
Plays of Our Own: An Anthology of Scripts by Deaf and Hard-of-Hearing Writers (Routledge Series in Equity, Diversity, and Inclusion in Theatre and Performance)
by Willy ConleyPlays of Our Own is the first anthology of its kind containing an eclectic range of plays by Deaf and hard-of-hearing writers. These writers have made major, positive contributions to world drama or Deaf theatre arts. Their topics range from those completely unrelated to deafness to those with strong Deaf-related themes such as a dreamy, headstrong girl surviving a male-dominated world in Depression-era Ireland; a famous Spanish artist losing his hearing while creating his most controversial art; a Deaf African-American woman dealing with AIDS in her family; and a Deaf peddler ridiculed and rejected by his own kind for selling ABC fingerspelling cards. The plays are varied in style – a Kabuki western, an ensemble-created variety show, a visual-gestural play with no spoken nor signed language, a cartoon tragicomedy, historical and domestic dramas, and a situation comedy. This volume contains the well-known Deaf theatre classics, My Third Eye and A Play of Our Own. At long last, directors, producers, Deaf and hearing students, professors, and researchers will be able to pick up a book of "Deaf plays" for production consideration, Deaf culture or multicultural analysis, or the simple pleasure of reading.
Plays of Our Own: An Anthology of Scripts by Deaf and Hard-of-Hearing Writers (Routledge Series in Equity, Diversity, and Inclusion in Theatre and Performance)
by Willy ConleyPlays of Our Own is the first anthology of its kind containing an eclectic range of plays by Deaf and hard-of-hearing writers. These writers have made major, positive contributions to world drama or Deaf theatre arts. Their topics range from those completely unrelated to deafness to those with strong Deaf-related themes such as a dreamy, headstrong girl surviving a male-dominated world in Depression-era Ireland; a famous Spanish artist losing his hearing while creating his most controversial art; a Deaf African-American woman dealing with AIDS in her family; and a Deaf peddler ridiculed and rejected by his own kind for selling ABC fingerspelling cards. The plays are varied in style – a Kabuki western, an ensemble-created variety show, a visual-gestural play with no spoken nor signed language, a cartoon tragicomedy, historical and domestic dramas, and a situation comedy. This volume contains the well-known Deaf theatre classics, My Third Eye and A Play of Our Own. At long last, directors, producers, Deaf and hearing students, professors, and researchers will be able to pick up a book of "Deaf plays" for production consideration, Deaf culture or multicultural analysis, or the simple pleasure of reading.
Belonging After Brain Injury: Relocating Dan (After Brain Injury: Survivor Stories)
by Katie H. WilliamsBelonging After Brain Injury: Relocating Dan explores the life of the author’s brother who has dealt with the effects of a severe traumatic brain injury (TBI) for over four decades. It recounts the institutional, psychological, and social labyrinths he and his family have navigated following the TBI he sustained at the age of eighteen. This insightful volume offers a holistic account of the impact of TBI on the survivor and his family. It reveals the difficulties a TBI survivor has had to endure and provides practical information about physical, psychological, and psychosocial symptoms and their consequences. Dan’s story offers new perspectives and strategies that will help alleviate seemingly intractable problems and highlights the central importance of forming connections with others in order to lead a fuller life. The author’s account of her own journey, learning to help care for and advocate for Dan, offers an invaluable guide for TBI survivors and those who care for and support them. Belonging After Brain Injury: Relocating Dan will be of interest to TBI survivors and their families. Its rich insights will be essential reading for medical and mental health professionals, as well those involved in the care and rehabilitation of TBI survivors and families.
Belonging After Brain Injury: Relocating Dan (After Brain Injury: Survivor Stories)
by Katie H. WilliamsBelonging After Brain Injury: Relocating Dan explores the life of the author’s brother who has dealt with the effects of a severe traumatic brain injury (TBI) for over four decades. It recounts the institutional, psychological, and social labyrinths he and his family have navigated following the TBI he sustained at the age of eighteen. This insightful volume offers a holistic account of the impact of TBI on the survivor and his family. It reveals the difficulties a TBI survivor has had to endure and provides practical information about physical, psychological, and psychosocial symptoms and their consequences. Dan’s story offers new perspectives and strategies that will help alleviate seemingly intractable problems and highlights the central importance of forming connections with others in order to lead a fuller life. The author’s account of her own journey, learning to help care for and advocate for Dan, offers an invaluable guide for TBI survivors and those who care for and support them. Belonging After Brain Injury: Relocating Dan will be of interest to TBI survivors and their families. Its rich insights will be essential reading for medical and mental health professionals, as well those involved in the care and rehabilitation of TBI survivors and families.
Reflexivity and Change in Adaptive Physical Activity: Overcoming Hubris (Disability Sport and Physical Activity Cultures)
by Donna Goodwin Maureen ConnollyThis provocative and challenging book argues for the vital importance of critical self-reflexion in the field of adaptive physical activity (APA). It makes a powerful case for embracing discussions of the harm caused by ableist assumptions of the ideal body, maximizing capabilities and perfecting normative based movement that dominate contemporary discourse in APA, and calls for more critical introspection about what APA is, how it’s performed, and what might be needed to bring a collaborative relational ethic to this field. The book focuses on two key themes. Firstly, how ableism as a foundational belief system of APA is present in the undergraduate curriculum, professional preparation, professional practice, and organizational policies. Secondly, how to make the comfortable uncomfortable by openly debating the harm that results from non-reflexive (nondisabled) hubris in APA. The goal is to spark an exchange of ideas among scholars, practitioners and organizational leaders, and therefore to shift the paradigm from one of professional expertism to one that centers disability wisdom holders, bringing a fundamental change to how we perform adaptive physical activity. This is important, progressive reading for anybody with an interest in adapted physical activity, adapted physical education, disability sport, inclusive education, the philosophy and ethics of disability and sport, or disability in wider society.
Reflexivity and Change in Adaptive Physical Activity: Overcoming Hubris (Disability Sport and Physical Activity Cultures)
by Donna Goodwin and Maureen ConnollyThis provocative and challenging book argues for the vital importance of critical self-reflexion in the field of adaptive physical activity (APA). It makes a powerful case for embracing discussions of the harm caused by ableist assumptions of the ideal body, maximizing capabilities and perfecting normative based movement that dominate contemporary discourse in APA, and calls for more critical introspection about what APA is, how it’s performed, and what might be needed to bring a collaborative relational ethic to this field. The book focuses on two key themes. Firstly, how ableism as a foundational belief system of APA is present in the undergraduate curriculum, professional preparation, professional practice, and organizational policies. Secondly, how to make the comfortable uncomfortable by openly debating the harm that results from non-reflexive (nondisabled) hubris in APA. The goal is to spark an exchange of ideas among scholars, practitioners and organizational leaders, and therefore to shift the paradigm from one of professional expertism to one that centers disability wisdom holders, bringing a fundamental change to how we perform adaptive physical activity. This is important, progressive reading for anybody with an interest in adapted physical activity, adapted physical education, disability sport, inclusive education, the philosophy and ethics of disability and sport, or disability in wider society.
Creating Equitable Practices in PBIS: Growing a Positive School Climate for Sustainable Outcomes
by Nikole Y. Hollins-Sims Erica J. Kaurudar Timothy J. RungeThis go-to resource guides educators on how to incorporate equitable practices in a PBIS framework. The authors cover core concepts including school-wide positive behavioral interventions and supports (SWPBIS) and multi-tiered system of supports (MTSS), define equity, and present methods for enhancing implementation practices through an equity mindset. Chapters also include an analysis of team structures and the evaluation of baseline data sources, walking readers through how to incorporate effective practices to support an integrated MTSS framework and produce sustainable outcomes. This book is ideal for educators, behavioral specialists, and administrators who wish to promote a positive school climate and purposeful educational relationships.
Creating Equitable Practices in PBIS: Growing a Positive School Climate for Sustainable Outcomes
by Nikole Y. Hollins-Sims Erica J. Kaurudar Timothy J. RungeThis go-to resource guides educators on how to incorporate equitable practices in a PBIS framework. The authors cover core concepts including school-wide positive behavioral interventions and supports (SWPBIS) and multi-tiered system of supports (MTSS), define equity, and present methods for enhancing implementation practices through an equity mindset. Chapters also include an analysis of team structures and the evaluation of baseline data sources, walking readers through how to incorporate effective practices to support an integrated MTSS framework and produce sustainable outcomes. This book is ideal for educators, behavioral specialists, and administrators who wish to promote a positive school climate and purposeful educational relationships.
Researching Disability Sport: Theory, Method, Practice (Disability Sport and Physical Activity Cultures)
by Ben Powis James Brighton P. David HoweMarking a new direction for disability sport scholarship, this book explores cutting-edge issues and engages creatively with contemporary approaches to research in this important emerging discipline. Featuring contributions from leading and up-and-coming scholars around the world, the book’s wide-ranging chapters offer novel perspectives on the relationship between theory, method and empiricism in disability sport research and highlight how researchers can be both innovative and informed when entering the field. It also explores methodological considerations when conducting disability sport research, including social, cultural, and political reflections of the research process from disabled and non-disabled academics. This much-needed resource supports disability sport scholars in developing a conceptual grounding in the subject and establishes a space for intersectional accounts of sport and physical activity which challenge homogenous understandings of disability. This book is essential reading for any student or researcher working in disability sport, adapted physical activity, or adapted physical education, and a valuable reference for anybody with an interest in the sociology of sport, disability studies, cultural studies, the body, or research methodology.
Researching Disability Sport: Theory, Method, Practice (Disability Sport and Physical Activity Cultures)
by Ben Powis James Brighton P. David HoweMarking a new direction for disability sport scholarship, this book explores cutting-edge issues and engages creatively with contemporary approaches to research in this important emerging discipline. Featuring contributions from leading and up-and-coming scholars around the world, the book’s wide-ranging chapters offer novel perspectives on the relationship between theory, method and empiricism in disability sport research and highlight how researchers can be both innovative and informed when entering the field. It also explores methodological considerations when conducting disability sport research, including social, cultural, and political reflections of the research process from disabled and non-disabled academics. This much-needed resource supports disability sport scholars in developing a conceptual grounding in the subject and establishes a space for intersectional accounts of sport and physical activity which challenge homogenous understandings of disability. This book is essential reading for any student or researcher working in disability sport, adapted physical activity, or adapted physical education, and a valuable reference for anybody with an interest in the sociology of sport, disability studies, cultural studies, the body, or research methodology.
Deaf People and Society: Psychological, Sociological, and Educational Perspectives
by Irene W. Leigh Jean F. Andrews Cara A. Miller Ju-Lee A. WolseyDeaf People and Society is an authoritative text that emphasizes the complexities of being D/deaf, DeafBlind, Deaf-Disabled, or hard of hearing, drawing on perspectives from psychology, education, and sociology. This book also explores how the lives of these individuals are impacted by decisions made by professionals in clinics, schools, or other settings. This new edition offers insights on areas critical to Deaf Studies and Disability Studies, with particular emphasis on multiculturalism, equity, and inclusion. Accessibly written, the chapters include objectives and suggested further reading that provides valuable leads and context. Additionally, these chapters have been thoroughly revised and incorporate a range of relevant topics including etiologies of deafness; cognition and communication; bilingual, bimodal, and monolingual approaches to language learning; childhood psychological issues; psychological and sociological viewpoints of deaf adults; the criminal justice system and deaf people; psychodynamics of interaction between deaf and hearing people; and future trends. The book also includes case studies covering hearing children of deaf adults, a young deaf adult with mental illness, and more. Written by a seasoned D/deaf/hard of hearing and hearing bilingual team, this unique text continues to be the go-to resource for students and future professionals interested in working with D/deaf, DeafBlind, and hard-of-hearing persons. Its contents will resonate with anyone interested in serving and enhancing their knowledge of their lived experiences of D/deaf, DeafBlind, Deaf-Disabled, and hard-of-hearing people and communities.
Deaf People and Society: Psychological, Sociological, and Educational Perspectives
by Irene W. Leigh Jean F. Andrews Cara A. Miller Ju-Lee A. WolseyDeaf People and Society is an authoritative text that emphasizes the complexities of being D/deaf, DeafBlind, Deaf-Disabled, or hard of hearing, drawing on perspectives from psychology, education, and sociology. This book also explores how the lives of these individuals are impacted by decisions made by professionals in clinics, schools, or other settings. This new edition offers insights on areas critical to Deaf Studies and Disability Studies, with particular emphasis on multiculturalism, equity, and inclusion. Accessibly written, the chapters include objectives and suggested further reading that provides valuable leads and context. Additionally, these chapters have been thoroughly revised and incorporate a range of relevant topics including etiologies of deafness; cognition and communication; bilingual, bimodal, and monolingual approaches to language learning; childhood psychological issues; psychological and sociological viewpoints of deaf adults; the criminal justice system and deaf people; psychodynamics of interaction between deaf and hearing people; and future trends. The book also includes case studies covering hearing children of deaf adults, a young deaf adult with mental illness, and more. Written by a seasoned D/deaf/hard of hearing and hearing bilingual team, this unique text continues to be the go-to resource for students and future professionals interested in working with D/deaf, DeafBlind, and hard-of-hearing persons. Its contents will resonate with anyone interested in serving and enhancing their knowledge of their lived experiences of D/deaf, DeafBlind, Deaf-Disabled, and hard-of-hearing people and communities.
Disability Studies and the Inclusive Classroom: Critical Practices for Embracing Diversity in Education
by Susan BaglieriDisability Studies and the Inclusive Classroom integrates knowledge and practice from the fields of disability studies and special education to provide readers with a comprehensive understanding of inclusive education. Now in its third edition, this critical volume has been revised and updated to include expanded discussion of disability models and contemporary perspectives on disability. Each chapter features a dilemma to capture the complexities of the field of educational practice to inspire critical thinking and contemplation of inclusive education.
Disability Studies and the Inclusive Classroom: Critical Practices for Embracing Diversity in Education
by Susan BaglieriDisability Studies and the Inclusive Classroom integrates knowledge and practice from the fields of disability studies and special education to provide readers with a comprehensive understanding of inclusive education. Now in its third edition, this critical volume has been revised and updated to include expanded discussion of disability models and contemporary perspectives on disability. Each chapter features a dilemma to capture the complexities of the field of educational practice to inspire critical thinking and contemplation of inclusive education.
Cultural Inclusion for Young People with SEND: Practical Strategies for Meaningful Inclusion in Arts and Culture (nasen spotlight)
by Paul MorrowThis practical book offers a multifaceted view of cultural inclusion from the perspective of special educational needs and disabilities (SEND). It provides a road map for teachers to ensure increased participation in arts and culture for children and young people with SEND, defining a series of characteristics for good practice. Chapters explore spaces as diverse as galleries, museums, theatres and performance venues and include a variety of case studies, highlighting the experiences of young people and the organisations who partner with schools. Cultural Inclusion for Young People with SEND offers a compelling call to action and is an essential resource for those who have the power to improve and support the development of future provision for children with SEND.
Cultural Inclusion for Young People with SEND: Practical Strategies for Meaningful Inclusion in Arts and Culture (nasen spotlight)
by Paul MorrowThis practical book offers a multifaceted view of cultural inclusion from the perspective of special educational needs and disabilities (SEND). It provides a road map for teachers to ensure increased participation in arts and culture for children and young people with SEND, defining a series of characteristics for good practice. Chapters explore spaces as diverse as galleries, museums, theatres and performance venues and include a variety of case studies, highlighting the experiences of young people and the organisations who partner with schools. Cultural Inclusion for Young People with SEND offers a compelling call to action and is an essential resource for those who have the power to improve and support the development of future provision for children with SEND.
Autism, Identity and Me: A Professional and Parent Guide to Support a Positive Understanding of Autistic Identity (Autism, Identity and Me)
by Rebecca DuffusThis informative and engaging guidebook provides key adults – parents, school staff and therapists – with the tools needed to support children and young people as they develop a positive understanding of their autistic identity. The guidebook is designed to accompany the Autism, Identity and Me workbook, building the adult’s understanding of autism and autistic identity, expanding upon the themes introduced, and offering a clear and structured programme of sessions to guide the young person through the workbook. Content has been shaped by autistic advisors and contributors, with first-hand experiences woven throughout, alongside examples of ‘possible prompts’, what to focus on as a lead adult, and a variety of concrete, neurodiversity-affirming strategies. Having a positive understanding of your autistic identity is an indicator of higher self-esteem and wellbeing as an adult. This guidebook supports the development of this and will be valuable for all adults working with autistic children and young people aged 10+. For effective use, this guide should be purchased alongside the workbook. Both books can purchased together as a set, Autism, Identity and Me: A Practical Workbook and Professional Guide to Empower Autistic Children and Young People Aged 10+, 9781032261027.
Autism, Identity and Me: A Practical Workbook to Empower Autistic Children and Young People Aged 10+ (Autism, Identity and Me)
by Rebecca DuffusThis empowering workbook will help children and young people to develop a positive understanding of their autistic identity. Highly structured and visual, the workbook is broken down into key sections such as 'Interests and focus', 'Masking', 'Emotions and energy levels' and 'My autistic identity statement' to create a personal passport and to develop a deeper understanding of what autism means to the young person as an individual. Content has been shaped by autistic advisors and contributors, with first-hand experiences of young people woven throughout. The workbook aims to encourage and build: ● An understanding of what autism is.● An understanding of what autism means to them (their autistic identity).● A positive sense of self.● An acknowledgement of things that may be trickier.● A pride in being autistic. Having a positive understanding of your autistic identity is an indicator of higher self-esteem and wellbeing as an adult. This workbook supports the development of this and will be valuable for autistic children and young people aged 10+ and the adults working with them. It is designed to be used alongside the accompanying guide for most effective use, which provides further support for the lead adult and a platform for initiating important conversations. For effective use, this workbook should be purchased alongside the guide. Both books can purchased together as a set, Autism, Identity and Me: A Practical Workbook and Professional Guide to Empower Autistic Children and Young People Aged 10+, 9781032261027.
Capital Punishment and British Politics: The British Movement to Abolish the Death Penalty 1945-47 (Routledge Revivals)
by James B. ChristophFirst published in 1962, Capital Punishment and British Politics illuminates the process of political decision-making in Britain by analysing the complex activities that led to the passage of a major piece of social legislation, the Homicide Act of 1957. His case study, based on dozens of interviews, reveals in detail the workings of British politics and assesses the impact of the clash of ideas and interests on governmental policy. After surveying the legal and historical antecedents of the controversy surrounding the Act, the author traces the development from the abortive attempt to abolish the death penalty under the Labour Government through the spectacular murder cases of the early fifties to the compromise legislation successfully launched by a Conservative Government. Throughout the book analysis is coupled with description, and the concluding chapter demonstrates how this single case contained in microcosm many of the basic elements and dilemmas of the British political process. This fascinating study will be of great interest to students of politics and social legislation everywhere.
Capital Punishment and British Politics: The British Movement to Abolish the Death Penalty 1945-47 (Routledge Revivals)
by James B. ChristophFirst published in 1962, Capital Punishment and British Politics illuminates the process of political decision-making in Britain by analysing the complex activities that led to the passage of a major piece of social legislation, the Homicide Act of 1957. His case study, based on dozens of interviews, reveals in detail the workings of British politics and assesses the impact of the clash of ideas and interests on governmental policy. After surveying the legal and historical antecedents of the controversy surrounding the Act, the author traces the development from the abortive attempt to abolish the death penalty under the Labour Government through the spectacular murder cases of the early fifties to the compromise legislation successfully launched by a Conservative Government. Throughout the book analysis is coupled with description, and the concluding chapter demonstrates how this single case contained in microcosm many of the basic elements and dilemmas of the British political process. This fascinating study will be of great interest to students of politics and social legislation everywhere.
Finding Blindness: International Constructions and Deconstructions (Autocritical Disability Studies)
by David BoltThis edited volume explores blindness as a construct with which we the contributors engage as part of our social existence and/or academic research. Irrespective of eye conditions, or the lack thereof, blindness is an understanding at which we have all come to arrive. On the way to this conceptual point, which is in any case unlikely ever to be fixed, we have passed or visited many formative cultural stations.In the terms of autocritical disability studies (i.e. an explicitly embodied development of critical disability studies), these cultural stations include key moments in education and training; the reflective pursuits of philosophy, aesthetics, and cultural theory; literary works such as autobiography, novels, short stories, drama, and poetry; visual texts ranging from photography to postage stamps; technological developments like television, computer applications, and social media; value systems defined by family and/or religion; and the social phenomenon of hate and war. Each chapter in this volume engages with two of these cultural stations; some ostensibly if not profoundly positive or indeed negative, some that contradict each other within and across chapters.This book will be of interest to all scholars and students of disability studies, sociology, education and health.
Finding Blindness: International Constructions and Deconstructions (Autocritical Disability Studies)
by David BoltThis edited volume explores blindness as a construct with which we the contributors engage as part of our social existence and/or academic research. Irrespective of eye conditions, or the lack thereof, blindness is an understanding at which we have all come to arrive. On the way to this conceptual point, which is in any case unlikely ever to be fixed, we have passed or visited many formative cultural stations.In the terms of autocritical disability studies (i.e. an explicitly embodied development of critical disability studies), these cultural stations include key moments in education and training; the reflective pursuits of philosophy, aesthetics, and cultural theory; literary works such as autobiography, novels, short stories, drama, and poetry; visual texts ranging from photography to postage stamps; technological developments like television, computer applications, and social media; value systems defined by family and/or religion; and the social phenomenon of hate and war. Each chapter in this volume engages with two of these cultural stations; some ostensibly if not profoundly positive or indeed negative, some that contradict each other within and across chapters.This book will be of interest to all scholars and students of disability studies, sociology, education and health.
Autism Spectrum Disorders: Advancing Positive Practices in Education
The fifth edition of Autism Spectrum Disorders: Advancing Positive Practices in Education provides readers with a comprehensive and accessible understanding of current research and evidence-based practices in autism spectrum disorders (ASD), linking research, theory, and practice. This new edition includes new chapters on trauma and co-morbidity, current trends in autism research, social media, neurodiversity, and aging in people with ASD. It also features updated content on international contexts and culturally sustaining and relevant practices. Aligned with DSM-5 diagnostic criteria, this text continues to be critical reading for students and researchers in special and inclusive education programs.
Autism Spectrum Disorders: Advancing Positive Practices in Education
by Angi Stone-MacDonald David F. Cihak Dianne ZagerThe fifth edition of Autism Spectrum Disorders: Advancing Positive Practices in Education provides readers with a comprehensive and accessible understanding of current research and evidence-based practices in autism spectrum disorders (ASD), linking research, theory, and practice. This new edition includes new chapters on trauma and co-morbidity, current trends in autism research, social media, neurodiversity, and aging in people with ASD. It also features updated content on international contexts and culturally sustaining and relevant practices. Aligned with DSM-5 diagnostic criteria, this text continues to be critical reading for students and researchers in special and inclusive education programs.