The overall purpose of the study was to study and elucidate the phenomenon of discrimination in relation to individuals who have a visible disability. The main empiricism has been based on qualitative interviews and completed influential knowledge. The main result of this has been exposed to be an context-based discrimination, in the form of social structures and physically mismatched public environments. Discrimination has been shown to be a common occurrence and expresses unequal conditions, in the form of inclusion in social situations. However, have the results shown general causal explanations of this problem - which are based on lack of knowledge, and in turn, constitute negative conceptions. The study thus draws attention to people with visible disabilities, in the sense of becoming more naturally included in society. Through the study analysis four themes where identified; lack of inclusion, interpersonal interactions, negative events and lack of knowledge. / Studiens övergripande syfte är att studera och belysa fenomenet diskriminering i relation till individer som besitter en synlig funktionsnedsättning. Den huvudsakliga empirin har grundats i kvalitativa intervjuer och fullgjort inflytelserika kunskaper. Huvudresultatet har därav exponerat en kontextburen diskriminering, i form av sociala samhällsstrukturer och fysiskt missanpassade offentliga miljöer. Diskriminering påvisas således vara ett vanligt förekommande fenomen och uttrycker sig av ojämlika förhållanden, i form av bristande inkludering i sociala situationer. Studiens resultat har dock visat generella orsaksförklaringar av denna problematik – som bottnar i bristande kunskaper, och i sin tur, utgör negativa föreställningar. Studien uppmärksammar därav människor med synliga funktionsnedsättningar, i en betydelse av att alltmer naturligt inkluderas i samhället. Utifrån studiens analys har fyra framgående teman identifierats; bristande inkludering, mellanmänskliga interaktioner, negativa tilldragelser och bristande kunskap.

I detta examensarbete undersöker jag två övergripande frågeställningar gällande fysisk tillgänglighet. Den första frågan rör varför enkelt avhjälpta hinder, det vill säga retroaktiva krav på ökad tillgänglighet, har tillfogats Sveriges bygglagstiftning. Den andra frågan rör hur arbetet med åtgärdandet av de retroaktiva föreskrifterna har utförts i svenska kommuner. Motiven bakom uppkomsten av krav undersöks genom en genomgång av äldre byggregler och handikapputredningar. I undersökningen konstateras att tillgänglighetskrav har funnits i svenska byggregler sedan länge, men att omfattning och formuleringar har varierat. I studien visas att nuvarande lagkrav är förhållandevis lika äldre byggregler och två huvudsakliga förklaringar till behovet av en retroaktivt verkande lag konstateras. Den första förklaringen är att en stor del av den byggda miljön har tillkommit innan tillgänglighetskrav ställdes i lagstiftningen. Den andra anledningen är att aktörer inom plan- och byggprocessen har saknat tillräcklig kunskap för att kunna verkligställa de övergripande målkrav som ställts sedan början av 1980-talet. Studien visar också att arbetet med enkelt avhjälpta hinder utgör ett medel för att tillgodose denna kunskap bland berörda aktörer. Arbetets andra frågeställning är om några specifika strategier har varit särskilt effektiva i arbetet med enkelt avhjälpta hinder. Genom litteraturstudier och intervjuer i en kommun plockas sju faktorer fram och testas mot resultatet i en av SKL genomförd undersökning av tillgängligheten i svenska kommuner. Det går inte att dra några generella slutsatser från testet, men genom litteraturstudien och intervjuerna bedöms två faktorer vara kopplade till hur framgångsrikt arbetet med enkelt avhjälpta hinder har varit: hur väl arbetet har planerats och hur samarbetet med funktionshinderrörelsen har utformats. / In this thesis, I examine two main questions regarding accessibility. The first question concerns why retroactive requirements for increased accessibility, enkelt avhjälpta hinder (easily eliminated barriers), have been added to the Swedish building legislation. The question is examined by a review of older building codes and reports published by disability commissions. The review found that accessibility requirements have existed in building regulations since the 1960s. The extent of the requirements has varied, but many requirements set in the new policy are relatively similar to those in older building codes. The study gives two explanations for why the new policy is needed. First, a majority of the built environment in Sweden was constructed before any accessibility requirements were legislated. Second, the actors in the planning and building process have previously lacked sufficient knowledge on disability. The study shows that the new policy is a means to raise the knowledge on disability and accessibility. The second question concerns how the new policy has been implemented in Swedish municipalities, and whether some specific implementation strategies have been particularly effective. Through literature reviews and interviews in a municipality, two main factors are identified as crucial for the success of accessibility adaptations: how well the work has been planned in advance and how the collaboration with the disability movement has been arranged.

No description available.

This PhD Thesis has been immersed in investigating the holistic experience of way-finding in buildings by people who have a range of visual ability. Previous research studies, spanning across a broad spectrum of disciplines, have focused on various characteristics of human way-finding (Arthur and Passini, 1992;Lynch, 1960;Downs and Stea, 1973). It is specifically recognised that the built environment is failing people with visual loss (Barker et al., 1995) and the strategic task and skill of way-finding within a building is a particular problem (Arthur and Passini, 1992). Under the social model of disability (Oliver, 1990) this is recognised as a form of architectural disablement (Goldsmith, 1997). There are few evidence-based studies of way-finding in a building. Furthermore, there are no studies of real-life experiences of way-finding undertaken by real-life participants who have a range of visual ability within the context of a real-life building. This leads to a research question: What are the design issues revealed by participants who have a range of visual ability as they way-find in a large public building? This doctoral research, based within the discipline of architecture, focuses on the holistic experiential components of a Journey (Myerson, 2001;Harper and Green, 2000). It coins and defines the term Way-finding Hot-spot as it explores the events [positive and negative] which are experienced and therefore impact on a Way-finding Journey around a building. To fill an important gap in the current knowledge a research enquiry, based on a user-centred design approach, was implemented. Exploratory in nature, the methodology was inductive and it evolved throughout the study. A series of Research Principles, borrowed from the established methodologies of Grounded Theory (Glaser, 1968) and Case Study (Yin, 2003a;Yin, 2003b), guided this study. Ten participants [with varying degrees of visual ability, different ages and other forms of disability] undertook a Way-finding Scenario designed to evaluate both existing memories of way-finding and present way-finding experience. This was composed of a Purposeful Conversation (Burgess, 1982) and a context specific Way-finding Task. The study has produced a large amount of data based on user experience in a real-world way-finding context – this has not been done before. Participant data contributed to a new Theory of Way-finding – The Experiential Charting of a Way-finding Journey – which derived from experiential data, was found to be composed of three elements: Journey Stages, Tasks Components and Communication Requirements. This thesis presents detailed findings which generate dialogue in the design of way-finding systems suitable for a diverse range of way-finders. It provides a research-based foundation to open the problem area and provide an insight into the issues people with different visual abilities encounter as they undertake a Way-finding Journey around a building. It generates a greater understanding of the problems and joys of way-finding in a building which will be of use in professional practice across disciplines of architecture and design as well as in areas of rehabilitation, policy-making and academia. This research is a start, but it is not the end. Future research questions have been revealed and these, combined with further reviews of literature and creative use of method, will further explore the phenomenon of way-finding within the context of buildings.

This small-scale study is positioned within a social constructionist interpretive paradigm using a mixed methodology employing principles of adapted grounded theory, simple scale-based questionnaires and action research. Fourteen disabled young people from one specialist and three secondary mainstream settings were interviewed using semi-structured interviews to gain their views on friendship and belonging in schools. Three groups of parents, TAs, SENCos and allied education professionals engaged in action research to examine these views, their own views and values and those of disabled young people in their families and schools in order to better understand the sensitivities and subtleties of successful social inclusion and to consider change to whole school practice. The limitations that non-disabled adults unwittingly ‘construct’ that act as barriers to friendship and social inclusion were explicitly recognised in this interpretive research as a contribution to informing practice and theory in this domain. Paper One focuses on the views of young people and the meaning and importance they placed on friendship and social relationships in their lives. Findings included that young people in specialist and mainstream setting highly valued friendships but that sustaining friendships in the wider community was often problematic for those participants who attended schools outside their local community. This mainly affected the specialist setting students but was also recognised as an issue by some of the mainstream parents who lived outside the catchment area. Findings also revealed that young people gained their sense of belonging from the positive relationships they formed with TAs and teachers as well as friends. In order for friendship and positive social inclusion to develop, however, participants required schools to provide a supportive environment of accessible rooms, doors and lifts and adults who trusted them to have the competency and agency to manage their social times and spaces with choice and autonomy. The issue of ‘surplus visibility’ was highlighted by disabled young people who spoke of an experience of school where lack of choice concerning where and with whom to spend break times limited their friendship opportunities and sense of well-being and inclusion. This was compounded by an expectation of compliance by adults and automatic assumption of their belonging to a disabled group despite differences of sex, gender or common interests. The participants valued genuine connection through humour, interests and social support and were active in seeking private time for talking with friends. Schools that provided a range of highly social or quieter, more private, locations for students were highly valued. Paper Two describes using these views as stimulus for action research to bring about change towards improved social inclusion. Groups of parents, senior management, SENCos, TAs and other education professionals met formally three times over a four month period. These groups examined vignettes selected from data from paper one, engaged in debate and discussions, interviewed disabled young people themselves, formulated key concept maps leading to revised theoretical frameworks, reflected and evaluated the process of the action research and considered practice change or further research. This stage was a continued process of seeking to hear authentic voices, in depth discussion and reflection on what we were learning from disabled young people combined with our own knowledge, values, and beliefs. This led to the development of conceptual models and practical change intentions to promote social inclusion. Intentions to change included •Developing alternative social rooms with minimal TA presence •Including disabled young people in TA selection processes •Involving parents in reviewing the school inclusion policy •Establishing a regular parents’ support group •A commitment to keep listening to young people’s voices and preferences on key matters rather than ‘assuming that we already know!’ •Lengthening the lunch break in the specialist setting to ensure time for socialising and friendship building These commitments to change demonstrated that schools were able to engage successfully in the action research process, valued parents’contributions further and were willing to change practice towards greater social inclusion of disabled young people and parents.

Rubim, Linda Silva Oliveira ver Rubim, Lindinalva Silva Oliveira / Submitted by Fatima Cleômenis Botelho Maria (botelho@ufba.br) on 2014-12-13T12:47:18Z No. of bitstreams: 1 Dissert_BotelhoMFC_v.final[27.10.14].pdf: 2268253 bytes, checksum: 105f00d70d5f7a2d0bd68242c03f5f74 (MD5) / Approved for entry into archive by Fatima Cleômenis Botelho Maria (botelho@ufba.br) on 2014-12-13T12:49:29Z (GMT) No. of bitstreams: 1 Dissert_BotelhoMFC_v.final[27.10.14].pdf: 2268253 bytes, checksum: 105f00d70d5f7a2d0bd68242c03f5f74 (MD5) / Made available in DSpace on 2014-12-13T12:49:29Z (GMT). No. of bitstreams: 1 Dissert_BotelhoMFC_v.final[27.10.14].pdf: 2268253 bytes, checksum: 105f00d70d5f7a2d0bd68242c03f5f74 (MD5) / Este trabalho focaliza o acesso à informação por pessoas com deficiência em bibliotecas universitárias, especificamente nas bibliotecas do Sistema Universitário de Bibliotecas da Universidade Federal da Bahia (SIBI/UFBA), objetivando investigar o papel mediador exercido por essas bibliotecas e profissionais bibliotecários que nelas atuam. A pesquisa teve como pressuposto, a ausência significativa desses usuários nas bibliotecas e se deteve no atendimento praticado pelo Serviço de Referência (SR) de duas bibliotecas: a Biblioteca Universitária Reitor Macedo Costa (BRUMC) e a Biblioteca Universitária de Saúde (BUS). A fundamentação teórica partiu dos Disability Studies (Estudos sobre Deficiência), formulados por teóricos britânicos da década de 1960, cujos conceitos estruturaram os movimentos pelos direitos das pessoas com deficiência, intensificados mundialmente. Apresenta o Modelo Social da Deficiência, bem como os aspectos históricos relacionados à problemática da deficiência, abordando questões relativas ao preconceito, segregação e direitos humanos. Aborda também o conceito de mediação da informação, a importância do SR e sua prática relacionada às competências em informação, dos profissionais bibliotecários. Efetuou-se uma pesquisa exploratória, com intuito de conhecer a relação que a biblioteca universitária tem com seus usuários com deficiência, visando contribuir para o aperfeiçoamento desse atendimento. Utilizou-se a entrevista como instrumento de coleta de dados, tendo em vista não apenas o tamanho da amostra, como também às características subjetivas das questões formuladas, que revelaram o caráter essencialmente qualitativo da pesquisa. Os resultados foram obtidos mediante a análise das respostas de dois grupos de bibliotecários do SIBI/UFBA: o primeiro formado pelos bibliotecários gestores e o segundo pelos que atuam no SR. Esses resultados comprovaram os pressupostos iniciais da pesquisa, constatando a ausência de usuários com deficiência nas bibliotecas e também a inexistência de políticas institucionais direcionadas ao atendimento dessas pessoas nas bibliotecas do SIBI/UFBA. Os resultados apontam também para a necessidade de uma discussão mais aprofundada sobre a deficiência e sobre a mediação direcionada a esse público. Sugere-se que mudanças na formação dos profissionais bibliotecários são necessárias, além da elaboração de políticas e ações, por parte do SIBI/UFBA, que permitam maior aproximação como esse público específico. / This study focuses on access to information by people with disabilities in university libraries, specifically in the library system of the Federal University of Bahia (SIBI/UFBA). The objective is to investigate the mediating role performed by these libraries and professional librarians who work in them. The research was based on the significant absence of these users in libraries and has been engaged in the observation of the service given by Service Reference (SR) of two libraries: Reitor Macedo Costa University Library and University Library of Health. The theoretical foundation came from Disability Studies, formulated by British theorists of the 1960s, whose concepts have structured the movement for the rights of people with disabilities, intensified worldwide. Displays the Social Model of Disability, as well as the historical aspects related to the disability, addressing issues of preconception, segregation and human rights. Also addresses the concept of mediation of information, the importance of the SR and practice related to information literacy, of librarians. We conducted a exploratory research, in order to know the relationship that the university library has with its users with disabilities to contribute to the improvement of this service. We used the interview as an instrument of data collection, considering not only the sample size, but also the subjective characteristics of the questions, which show the essentially qualitative nature of the research. Results were obtained by analyzing the responses of two groups of librarians SIBI/UFBA: the first formed by the managers and the second by librarians who work in SR. These results confirmed the initial assumptions of the research, noting the absence of users with disabilities in libraries and also the lack of institutional policies focused on serving these people in the SIBI/UFBA libraries. The results also point to the need for further discussion on disability and on mediation aimed at these users. It is suggested that changes in the education of librarians are needed, in addition to the development of policies and actions by the SIBI / UFBA, enabling closer approach to that specific public.

This essay investigates how the first person narrative of Mark Haddon’s neurodiverse protagonist in The Curious Incident of the Dog in the Night-Time raises awareness for the complexity of neurodiversity in relation to a neurotypical society. This has been done by applying the critical lens of Disability Studies and Disability Studies in Education to explain how disability is a concept of social and cultural construct. As the Swedish school has failed to provide neurodiverse students with the inclusive environment they need, the importance of fostering students who are accepting towards cognitive disabilities is greater than ever. This essay therefore argues that an inclusion of Haddon’s novel in the EFL classroom could be used to provide the students with understanding for neurodiversity as well as strategies that could help them to navigate in a socially demanding society.

Mobility within the community is a necessary part of urban life for enhancing personal well-being and happiness. However, autistic individuals may not be the natural players in this context and have risks of using public transport, including getting disoriented, meltdown or shutdown, and being discriminated against in motion. This can be attributed to their difficulties in social communication and cognitive abilities brought about by autism. However, autistic individuals’ lived experience is rarely explored in the field. Thus, this study aims to examine their personal experiences and pay attention to how autism is enacted in public transport settings, and various encounters in a material environment. A two-month ethnographic study was used from the perspective of a micro-lens of a specific autistic adult individual. Through a narrative analysis of “key events” happening in the process of movements, the materiality of mobility by taking public transport for autistic individuals’ ordinary life was presented.  The findings and analysis are unfolding from three oriented dimensions. Firstly, I point out that as a material practical form of moving, encounters of the autistic participant with other passengers in a public moving space are merely a temporary gathering, shaping a relationship that avoids communication. Additionally, risks exist including information overload and being disoriented that show how autism is enacted in public transportation settings. Secondly, I suggest that as the material basis of the movements of taking public transport, the outside landscape presents the materialistic appearance of the modern city, bringing a sense of security as well as a channel for the autistic participant to learn new things, but at the same time the de-naturalization and modernity exacerbates the autistic one’s negative relation to the urban environment. Last, I demonstrate how the coercive nature of the technological objects intervenes in the originally pure tension between autistic individual and moving services, thus indirectly exposing the loss of discursive power and resources experienced by the participant.  Based on these findings, I draw on the discussions of the strategies and the built environment. From the standpoint of the former, it shows that prioritizing fast mobility has led to the neglect of actual needs for a higher standard of moving experience. This also indicates that the autistic one's resistance to movement often manifests as an attachment to the fixed and secure space of the home, forming the strategies of responsiveness and resistance. The latter suggests the ‘perspective turn’ to the social model of disability, realizing that being disabled might be a universal experience of a person, and everyone could be in a state of disability either permanently or temporarily. Therefore, optimizing the built environment of public transport not only benefits autistic individuals but also represents an investment in broader social well-being.

<p dir="ltr">Institutions of higher education within the United States have not had a reputation of inclusivity. The discrimination and oppression of people with disabilities is an important topic of conversation within these educational spaces, not only to change the way that society thinks of disability on a whole, but to incite discussions surrounding the best ways to support students with disabilities and their educational goals. This paper will provide a deconstruction of what ableism is, how it impacts mental health and wellness and how it shows up within institutions of higher education. This paper will also provide details on a training course for higher education faculty members that provides practical applications of the ethical ways of creating a supportive learning environment for students with disabilities. This paper will explore how critical disability theory, the social model and some aspects of the medical model can be utilized to provide faculty and staff with the competency to understand and interact with students with disabilities in ways that not only support their learning but contribute to positive social change and the deconstruction of ableist actions.</p>

The present research study is a deconstructive collaborative project situated within a postmodern paradigm. The research is premised on a notion that disability has been constructed by societies to reflect their values and norms. Despite various ancient and contemporary worldviews stabilising this normative paradigm, disability has remained a shifting and fleeting concept. For the most part, it has cast the disabled identity in more negative and alienating ways than positive. The Christian cultural context of Lesotho within which the study is situated has not done any better in terms of portraying people with disabilities. Instead, it has inherited the legacy of the ancient Mediterranean world and further re-read it in the light of the demands of contemporary society on the disabled identity. For instance, people with disabilities are still constructed as „sinners‟, „monsters‟, „add-ons‟, and pathological burdens who cannot by themselves survive the challenges of the contemporary world. Using the ideas of Foucault and Derrida, the study examines ways in which such a notion of disability is not only linguistically unstable but also founded on the binary opposites. The participatory nature of the study brings the important voices of people with disabilities to further destabilise the notion of disability and to deconstruct the dominant disability story. The immersion of this study within the participatory ethics and consciousness of Kotzé and Heshusius respectively, has led to an ambitious proposing of the participatory model of disability. The latter has leanings towards metaphors of the church as communion founded on and nurtured by the theologies of embrace, interdependence, healing and botho. It also resonates with the metaphor of the church as expounded in I Corinthians 12. As members of the body of Christ, no member can suffer without the rest of the body feeling the same. If one member of the body is disabled all the body is disabled. Alienating and marginalising others has no place in such a metaphor of church as communion, since by its own definition, all belong to and participate within it. / Practical Theology / D. Th. (Practical Theology with specialisation in Pastoral Therapy)