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Disabled people in society, gives the impression of the capabilities, rely on the government or society resource survivor, personal life tragic fate of poor people, or this is cumulative since the society's views. But physically the expulsion of the disorder but personal questions ? But this article take social model point of view, that this apparent disabilities as personal opinions is a piece of construction, we must be physically facing life's problems, as is the social factors, is the entire community concerns and resolve issues. Life obstacles do not occur only in disabled people, such as the elderly, young children, pregnant women or obese due to physical deterioration or physiological factors make the past life is no longer easy , these are life obstacles. Because life obstacles, plus social differences, right to work can easily be deprived, disabled people want a circular marriage dream, still is. At present, often see corss-border marriage, let physically able to complete the life stages of another dream. The author himself physically role, to look at society for disabled people in life in which barriers; Then to talk about corss-border marriage protagonist to physically transnational marriage in question. This article by qualitative research in common searching and quantity surveys conducted, the results from the questionnaire survey, with proceeds from content than searching on, and to the author's own experience to make empirical analysis. In my research found that the overall environment in Taiwan on disabled people living acceptance has gradually increased, but the marriage partner and job opportunities on the department's disadvantaged, reason is or and disabled people and about their own defects, physically established corss-border marriage major problems or from "economic factor".

This thesis looks at social scientific and disability related research on visual impairment and education. It starts from a historical perspective, and outlines the radical change of emphasis in research and thinking brought about by the Disabled People's Movement. After showing how this movement has developed, it looks at various aspects of visual impairment, concentrating on rehabilitation, personality research and the symbolism of the eye. The next section looks at the development of education for visually impaired people. It starts from a historical perspective, and relates this to mainstream Sociological research on classroom interaction and school culture. All of these sections highlight the importance of attitudes and social factors, whilst not denying the undoubted impact of visual impairment in itself. 23 visually impaired school pupils were interviewed, each individually, in a wide range of schools, and from a variety of social and educational backgrounds although an age range of 14 to 18 years seemed most suitable, for various reasons, the ages of those interviewed range from 13 to 19 years. For more detail see Chapter 7. The results highlighted a lack of understanding amongst educational establishment and society at large, especially with regard to partial sight. They showed that generally people can live normal lives, but that it is difficult for them to become fully part of groups which include sighted people, mainly due to problems in sighted people's attitudes and the effects of not seeing who and what is around. Varying levels of confidence were found in both mainstream and special schools, and these often related to the level of encouragement given by staff for the visually impaired people to mix with sighted people. 10 sighted colleagues of the visually impaired respondents at three of the schools were also interviewed, again individually. They were aged 15 and 16. Again, see Chapter 7 for more details. They highlighted issues including looking different, not "knowing how to act" around a visually impaired person, and in some schools, a lack of information about visual impairment. It was these issues, along with the availability of more mainstream information for visually impaired people, (especially "top shelf" material) that concerned respondents the most.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 92-103). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 92-103). Also available on the Internet.

Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 113-119).

Cultural representations of disability reveal a cultural value system which characterises the disadvantage experienced by disabled people in terms of personal tragedy, the impaired body and otherness. The reproduction of these disabling values in the dominant discourses of British policy making have resulted in a mode of welfare production based on 'care', individualism and segregation. More recently, implementation of the 1990 NHS and Community Care Act has tended to consolidate rather than challenge this policy tradition. By contrast, the emergence of a strong disabled peoples' movement offers significant forms of resistance to dominant policy discourses through the development of social models of disability. In particular, Centres for Independent/Integrated Living have promoted an alternative agenda for enabling community support systems based on the values of participation, social integration and equality. Disabled people's organisations in Derbyshire were at the forefront of these developments in Britain. Their attempts to implement integrated living solutions within the policy framework of community care demonstrate significant conflicts over the definition of quality in service processes and outcomes. The study employs co-participatory methods to involve local service users and disabled people's organisations in exploring these issues within an emancipatory research paradigm. The data from this research highlights specific barriers to policy change and suggests that effective self-organisation within a cohesive social movement is a necessary pre-requisite for the liberation of disabled people. Ultimately, the agenda for change promoted by the disabled peoples' movement challenges not only attitudes and values but also the social relations of production and reproduction within a capitalist economy.

This thesis explored the lives of carers of disabled people, and the research process itself within the collaborative framework of a support group. It used as its data sources an extensive review of the literature, interview transcripts and fieldnotes from carers, participants from the local service system, and the records of meetings and activities of the Group over 5 years. The study highlights the way public discourse on deinstitutionalisation has so captured our consciousness on care of disabled people that the personal reality of care in the family home has been effectively lost. It traces the disordering discourses of disablement and their link with constructions of caring. The personal reality of care and the isolating nature of this union of caring and disablement was the primary research focus. This may be characterised by social loss, and a lifestyle bound up with disablement which involves a search for a supportive or caring culture. The isolation and exclusion of carers occurs behind the screens of apparently caring institutions such as marriage, family, community and the service system. In the search for a caring cuture carers find their lives bound up with that of state and service systems which offer some hope of a supportive response. Instead they invariably find that the culture is an alien one. The research informed attempts of the Group to explore improved forms of caring culture, and more relevant public policy approaches. The study attempted to bridge the gap between the process of knowledge construction and discourse, and the material experience of carers / Doctor of Philosophy (PhD)

This thesis is a detailed account and analysis of young disabled people‟s inclusions within one Further Education College. These inclusions were tied to a number of complex interactions between the people who exist there and key reforms to Further Education systems which aim to support an individual‟s capacity to offer entrepreneurial performances. Central to these reforms is alternative provision, which offer places in college to school aged students who risk failing to invest in the work-related skills and knowledge that apparently has measurable consequences for future earnings and social justice. This thesis shows how the inclusion of young disabled people in a contemporary college community has some unintended effects and consequences, and how their lives were differentially affected by social capital arising from social networks based on trust. An emancipatory, qualitative methodology was used to gather data. The findings provide important insights into how young disabled people possess, produce and utilise social capital, to build new relationships, to develop identity, to resist or manipulate pre-assigned social roles, networks and resources and to make the transition from school to college. In their own words, young disabled people question the sense of optimism often attributed to alternative provision and the extent to which their existence in college has overcome the social barriers and closed networks that can be associated with disabled people as a marginalised group. To harness such existences and to further develop social capital theory, my conclusions set out a young disabled person‟s negotiation of college as an ethical project in which everyone - college students, teaching staff and researchers - have work to do on themselves. This makes alternative provision not something that is just done to many young disabled people but a project for which everyone is responsible. This thesis, therefore, re-reads the story of alternative provision with a wary eye, using a critical approach to social capital theory. In doing so, the research not only confirms the significance of social capital as a crucial analytical tool for young disabled people, but also confronts the overly positive underpinnings of the social capital debate in education.

<p>The concept of citizenship was created in Greece about 600 BC, and has for most of the time been treated as a philosophical concept, or as a concept of political science. In spite of the fact that sociologists have taken an interest in the concept in the second half of the 20th century there is hardly any empirical research to substantiate how the common man perceives and defines the concept. Disabled people to a great extent perceive themselves as belonging to a forgotten sector of society in that they experience administrative barriers, shortcomings in the way individuals and institutions behave towards them, institutional discrimination, being socially dead, etc. </p><p>—The aim of this study has been to explore how citizenship is perceived and defined by disabled people in Great Britain and Sweden, focusing on the perception of rights and obligations, and how these rights and obligations have been made available to them by society.</p><p>—The study was carried out as a qualitative study. Semi-structured interviews were conducted with disabled people defined as activists in a disability context (in Great Britain 19 informants, in Sweden 21 informants). The study was carried out in cooperation with the Wigforss Institute, Halmstad University, Sweden, and the Centre for Disability Studies, University of Leeds, Great Britain.</p><p>—The main conclusion of the study it that disabled people are knowledgeable on the concept of citizenship, on rights and responsibilities. They also have a strong sense of wanting to fulfill the responsibilities that are inherent in being a member of society, but that, through the lack of inclusion, institutional discrimination, and the rights that they have been denied, they are also denied the right fullfilling these responsibilities.</p>