This qualitative study examines the experiences of patients who have undergone renal transplant surgery. Interviews were conducted with six patient informants who received renal transplants one to six months prior to the study. Participants’ narratives offered insight into: the variability of transplant preparation, hopes, experiences, and perspectives of recovery, meanings of recovery, significance of social and economic supports in recovery, and the role of professional staff in providing support and resources during the transplant journey. Their stories are explored in relation to literature on psychosocial aspects of renal transplant and through a critical disability studies lens. The nuances of the social work role in relation to patients’ pre- and post-operative renal transplant journey was explored in depth. Based on the findings and relevant literature, recommendations and suggestions are made on how to expand the social work role in the pre- and post-transplant clinic at St. Joseph’s Healthcare Hamilton. / Thesis / Master of Social Work (MSW)

The purpose of this study was to examine ideas about disability within social work education within three Bachelor of Social Work programs in Canada, and to identify and describe major perspectives and themes of disability. One important aspect of the study was to determine the extent to which critical disability studies perspectives were presented, explained, and discussed in the classroom within core social work theory courses, and specialized courses addressing disability. Three Bachelor of Social Work programs; St. Thomas University School of Social Work in New Brunswick, the Dalhousie School of Social Work in Nova Scotia, and the University of Manitoba Faculty of Social Work, Fort Garry Campus, were purposefully chosen for this multicase study based on a theoretical replication logic that predicted that social work education on disability within each of the schools would represent different points on a range of disability perspectives, as developed from the disability studies literature. Data collection and analysis included multiple methods, including a manifest content analysis of texts, a modified inductive analysis of transcriptions from interviews with key informants, and a critical discourse analysis of transcriptions from an audio-taped session of classes addressing disability in each case. Findings from the multicase study indicate that the original research suppositions were not supported. Based on the analysis of texts and interviews, the approach to disability followed by each Bachelor of Social Work program was found to incorporate a broad range of disability theory, particularly social pathology and critical disability perspectives. However, there was little evidence of classroom discussion and use of social work practice approaches supporting these perspectives. It was argued in the literature review to the study that anti-oppressive social work approaches, such as structural social work, were congruent with critical disability perspectives, but that there is also a need for an “infused” approach to integrating disability content into core curriculum. In conclusion, I also suggest that the Canadian Association for Social Work Education has an important leadership role to play in providing specific recommendations for disability inclusion in social work education.

The purpose of this study was to examine ideas about disability within social work education within three Bachelor of Social Work programs in Canada, and to identify and describe major perspectives and themes of disability. One important aspect of the study was to determine the extent to which critical disability studies perspectives were presented, explained, and discussed in the classroom within core social work theory courses, and specialized courses addressing disability. Three Bachelor of Social Work programs; St. Thomas University School of Social Work in New Brunswick, the Dalhousie School of Social Work in Nova Scotia, and the University of Manitoba Faculty of Social Work, Fort Garry Campus, were purposefully chosen for this multicase study based on a theoretical replication logic that predicted that social work education on disability within each of the schools would represent different points on a range of disability perspectives, as developed from the disability studies literature. Data collection and analysis included multiple methods, including a manifest content analysis of texts, a modified inductive analysis of transcriptions from interviews with key informants, and a critical discourse analysis of transcriptions from an audio-taped session of classes addressing disability in each case. Findings from the multicase study indicate that the original research suppositions were not supported. Based on the analysis of texts and interviews, the approach to disability followed by each Bachelor of Social Work program was found to incorporate a broad range of disability theory, particularly social pathology and critical disability perspectives. However, there was little evidence of classroom discussion and use of social work practice approaches supporting these perspectives. It was argued in the literature review to the study that anti-oppressive social work approaches, such as structural social work, were congruent with critical disability perspectives, but that there is also a need for an “infused” approach to integrating disability content into core curriculum. In conclusion, I also suggest that the Canadian Association for Social Work Education has an important leadership role to play in providing specific recommendations for disability inclusion in social work education.

This qualitative exploratory study centres on the identity, relationship and experiences of six women who have survived a brain injury, as told through their narratives and photographs. Situated in a critical feminist disability framework, and using a visual narrative methodology, this study utilized photo-voice inspired methods with semi-structured individual and focus-group interviews to combine visual and narrative dialogues. The focus of this research is on how the body plays a role in identity, relationships and being in the world after the challenge of surviving a brain injury. This research invites the reader into the intersections between public spaces, cultural norms and societal expectations, and the private worlds, perspectives and identities of the participants. / Graduate

This study focused on nine disabled college students' interpersonal interactions with their campus community. Study participants discussed the meaning they took from their interpersonal interactions. Critical disability studies theory and Disability Justice Principles provided a conceptual framework for this study's design. Using narrative inquiry methodology, this study explored the following research questions: (1) How do disabled college students describe their interpersonal interactions with those in their campus community (e.g., staff, faculty members, peers)? (2) What meaning do disabled college students ascribe to their interactions with those in their campus community? (3) How do disabled college students describe their participation in, if any, student organizations at their institutions? Inductive analysis from 18 semi-structured interviews revealed five themes: lower(ed) expectations for support and connection, experiencing oppression, coping with oppression, experiencing interdependent friendships, and in-group friendships. Findings affirm the insufficiency of compliance with disability laws, disabled college students' resiliency in response to ableism, and the need for administrators to foster belonging for disabled college students. Study implications emphasize the urgent need for higher education administrators to foster a sense of belonging among disabled college students with multiple marginalized identities as well as disrupt systems of oppression within higher education institutions. / Doctor of Philosophy / Enrollment of disabled students in higher education continues to rise, but postsecondary administrators still overlook the need for full inclusion of this population in all aspects of college life. Disabled college students have a legal right under the Americans with Disabilities Act (ADA) to request accommodations and talk with campus disability service providers about their accommodation needs. It is important for college administrators to foster the social inclusion of disabled students at their institutions. The purpose of this study was to learn about the interpersonal experiences of disabled college students with those in their campus communities. I used a narrative methodology to consider the following research questions: (1) How do disabled college students describe their interpersonal interactions with those in their campus community (e.g., staff, faculty members, peers)? (2) What meaning do disabled college students ascribe to their interactions with those in their campus community? (3) How do disabled college students describe their participation in, if any, student organizations at their institutions? After interviewing study participants, I learned they lowered their expectations for support and connection and experienced oppression. In response, participants found ways to cope with oppression, especially by forming mutual friendships with campus peers. These coping strategies confirmed the urgent need for higher education administrators to foster a sense of belonging among the disabled students on their college campuses.

Service dogs are becoming an integral part of our society. Consequently, there is a need for research that explores how Canada should proceed with the development and implementation of appropriate laws and policies that will ensure the proper use and equal integration of service dogs. Before this can take place, the terminology used within the field must be clarified, as society continues to move toward a more expanded definition of service dog, and public access challenges continue to impact the lives of persons with disabilities. The goal of this autoethnographical research study was to determine what service dog handlers, particularly ‘owner-trainers,’ feel constitutes a ‘service dog’ in Canada. When researchers conduct investigations on topics related to the lives of persons with disabilities, their research typically takes the form of disabled individuals being studied and not being directly involved within the research. Therefore, this project sought to directly involve persons with disabilities, while also attempting to avoid the possibility of censorship or silence. Through the use of statements from social media, this project captured the lived experiences without worrying about participants changing them to fit within society’s expectations. Society is not structured to be accessible for all, so when ‘accommodations’ are made, it is ‘expected’ that persons with disabilities will show gratitude and not voice their true feelings. Through the use of autoethnography, I shared my experiences, as a service dog raiser, trainer and handler, and provided a glimpse into the lives of other service dog handlers as they participate within their communities. In doing this, I hope the findings of my project will offer an important perspective to the discussion surrounding what constitutes a ‘service dog’ in Canada. / Thesis / Master of Arts (MA)

Neonatal intensive care is an ambiguous and anxious medicine with troubling un/intended consequences. The causes and increasing prevalence of premature birth, available histories and the establishment hospital-based neonatology are presented, with a particular focus on American and Canadian contexts. The thesis traces neonatal medicine’s unlikely swerve through early-American freakshow culture, considers the influence of the eugenics movement, and spans decades of haphazard clinical experimentation with premature babies. Of particular interest is the complex nexus between neonatology and disability and what new technologies reveal about deep-rooted human desires and fears about life, death and disability. Incorporating statistical data, policy analysis and clinical trends with personal, parent and practitioner narratives leads to provocative ethical questions about neonatology’s growing powers. This thesis draws on critical disability theory and contemporary critical theories concerning technology, and builds towards a conception of disability that is separate from the medical paradigm, somewhat unorthodox, and certainly post conventional. / Graduate

The purpose of this thesis was to explore socially constructed discursive barriers to physical activity for people with physical disabilities. This research was informed by a critical disability studies framework. Eight interviews were conducted, split between end-users and stakeholders. The end-user article discusses their perspectives with regard to their own PA participation, their use of PA resources, and their views of how disability is constructed. The stakeholder article deals with their views with regard to Canada’s progress in creating inclusive PA guidelines, the research process as it effects people with physical disabilities, and how disability is constructed. The results showed awareness among both groups of the social model of disability, but that the medical model is still firmly rooted. Work is needed to create inclusive promotional materials and disseminate them effectively. An effective advocacy and lobbying effort was suggested as one avenue towards a possible solution to this issue.

The purpose of this thesis was to explore socially constructed discursive barriers to physical activity for people with physical disabilities. This research was informed by a critical disability studies framework. Eight interviews were conducted, split between end-users and stakeholders. The end-user article discusses their perspectives with regard to their own PA participation, their use of PA resources, and their views of how disability is constructed. The stakeholder article deals with their views with regard to Canada’s progress in creating inclusive PA guidelines, the research process as it effects people with physical disabilities, and how disability is constructed. The results showed awareness among both groups of the social model of disability, but that the medical model is still firmly rooted. Work is needed to create inclusive promotional materials and disseminate them effectively. An effective advocacy and lobbying effort was suggested as one avenue towards a possible solution to this issue.

The purpose of this thesis was to explore socially constructed discursive barriers to physical activity for people with physical disabilities. This research was informed by a critical disability studies framework. Eight interviews were conducted, split between end-users and stakeholders. The end-user article discusses their perspectives with regard to their own PA participation, their use of PA resources, and their views of how disability is constructed. The stakeholder article deals with their views with regard to Canada’s progress in creating inclusive PA guidelines, the research process as it effects people with physical disabilities, and how disability is constructed. The results showed awareness among both groups of the social model of disability, but that the medical model is still firmly rooted. Work is needed to create inclusive promotional materials and disseminate them effectively. An effective advocacy and lobbying effort was suggested as one avenue towards a possible solution to this issue.