The intent of this work is to explore how children, youth, and adults with disabilities are discriminated against in cultural systems, specifically the education system, and how the beliefs and structures encompassed in these systems create and recreate the phenomena of ableism. This study will explore the hegemony of ableism within school cultures by exposing prevailing discourses and the systems that enforce these discriminatory discourses and educational practices. Additionally, it will illustrate significant human rights infractions and discriminatory processes that keep disabled peoples throughout the world in states of marginalization and oppression. The analysis of this study shows resistance to the oppression of people with disabilities through the use of critical disability theory, legal theory, and social justice philosophy. In addition, the advancement of inclusive education as a human right is offered as a solution to the collective oppression and states of disenfranchisement that many disabled peoples experience. The exploration of moral and legal theory, equality jurisprudence, and libratory pedagogy will advance a collective human rights framework as an educational model for school cultures globally. This analysis will utilize an equality premise known as the right to belong to defend inclusive education as a fundamental human right. In support of this fundamental right, a theoretical base for inclusive pedagogies reveals how the deconstruction of hegemonic practices and, simultaneously, the development of transformative educational models of learning are necessary best practices in the pursuit of equality for all disabled students. This work concludes with recommendations for changes in educational leadership, philosophy, and research of education for disabled students.

The intent of this work is to explore how children, youth, and adults with disabilities are discriminated against in cultural systems, specifically the education system, and how the beliefs and structures encompassed in these systems create and recreate the phenomena of ableism. This study will explore the hegemony of ableism within school cultures by exposing prevailing discourses and the systems that enforce these discriminatory discourses and educational practices. Additionally, it will illustrate significant human rights infractions and discriminatory processes that keep disabled peoples throughout the world in states of marginalization and oppression. The analysis of this study shows resistance to the oppression of people with disabilities through the use of critical disability theory, legal theory, and social justice philosophy. In addition, the advancement of inclusive education as a human right is offered as a solution to the collective oppression and states of disenfranchisement that many disabled peoples experience. The exploration of moral and legal theory, equality jurisprudence, and libratory pedagogy will advance a collective human rights framework as an educational model for school cultures globally. This analysis will utilize an equality premise known as the right to belong to defend inclusive education as a fundamental human right. In support of this fundamental right, a theoretical base for inclusive pedagogies reveals how the deconstruction of hegemonic practices and, simultaneously, the development of transformative educational models of learning are necessary best practices in the pursuit of equality for all disabled students. This work concludes with recommendations for changes in educational leadership, philosophy, and research of education for disabled students.

<p>The dissertation includes two independent chapters which investigated the experiences of individuals with disabilities in connection with societal attitudes regarding disability. The first article is a systematized review which analyzes and synthesizes the existing literature on implicit and explicit disability attitudes across multiple domains (e.g., educational; occupational; healthcare). Chapter 1 identifies common themes across the existing literature and identifies potential predictors and buffers of negative disability attitudes. The article concludes with a call to counseling psychologists to address negative disability attitudes utilizing the roles and themes of the field. Finally, suggestions are made regarding the development and implementation of interventions to help address negative disability attitudes and the subsequent harmful effects. </p><p>The second article is an empirical study that examines factors related to the persistence intentions of individuals with disabilities to address the high attrition rates of this population within postsecondary environments. A moderated mediation model is proposed to address four hypotheses. First, I hypothesized academic self-efficacy would mediate the relationship between stereotype threat and persistence intentions. Second, coping self-efficacy would mediate the relationship between stereotype threat and persistence intentions. Third, social self-efficacy would mediate the relationship between stereotype threat and persistence intentions. Fourth, I hypothesized that endorsing a growth mindset would buffer against the negative indirect relationship between stereotype threat and persistence intentions which operate through academic self-efficacy. Data were collected from postsecondary students who identified as having one or multiple diagnosed disabilities at a large public university in the Midwest. The study results supported my first hypothesis that academic self-efficacy would significantly mediate the relationship between stereotype threat and persistence intentions. Additionally, the results revealed that high levels of perceived stereotype threat were associated with lower levels of coping self-efficacy and social self-efficacy, as the researcher anticipated. However, our second and third hypotheses were rejected due to these mediating factors not significantly influencing a participants’ intentions to persist within the academic environment. Finally, the results suggested that one’s mindset of intelligence was a positive main effect predictor of academic self-efficacy. However, contrary to our fourth hypothesis, mindset of intelligence did not significantly moderate the negative indirect relation between stereotype threat and persistence intentions that operate through academic self-efficacy.</p>

Bakgrund: Erkända globala och nationella dokument framhåller sexualitet som en mänsklig rättighet. Trots detta förbises personer med intellektuell funktionsnedsättning (IF) rätt till sin sexualitet. Förbiseendet medför bland annat att de får bristande stöd av personal i detta viktiga livsområde varpå deras möjlighet att uttrycka sin sexuella identitet minimeras. Syfte: Studien syftar till att undersöka personals upplevelser av att bemöta personer med IF:s sexualitet inom bostäder med särskild service enligt LSS utifrån sin kunskap och kompetens, samt vad de ser för eventuellt kompetensbehov. Metod: Vi har använt en kvalitativ forskningsdesign och intervjuat sju kommunalt anställda personer inom bostäder med särskild service. Alla informanter har erfarenhet av att arbeta med LSS personkrets ett och några även av personkrets tre. Studiens insamlade empiri har analyserats med hjälp av tematisk analys och slutligen har vi tolkat vårt resultat med hjälp av ett socialkonstruktivistiskt perspektiv på sexualitet och teorier om professionellt handlingsutrymme. Resultat: Studien visar att informanterna har begränsad kunskap och färdigheter i att bemöta sexuella behov hos personer med IF. Dessutom framkommer en övergripande tabukänsla kring ämnet sexualitet med tystnadskultur som följd. Riktlinjer och vägledningsdokument saknas att luta sig emot samt bristande stöd från ledning framkommer. Informanterna uttrycker en stor osäkerhet kring att vara ett sexuellt stöd och efterfrågar omfattande kompetensutveckling för att de ska känna sig kunskapsmässigt och rättsligt säkra att arbeta med sexualitet. Slutsats: För att förbättra stödet och möjligheterna för personer med IF att få vara sexuella personer och bli erkända som sådana på ett respektfullt sätt, krävs det bättre utbildning, riktlinjer samt lagstöd för personalen. Det är också viktigt att arbeta mot de fördomar och tabun som råder kring sexualitet och IF, så att människor med IF inte stigmatiseras och marginaliseras ytterligare. Detta är ett område där personal och samhället som helhet har en avgörande roll, genom att se till att alla individer har rätt till sin sexuella identitet och sina sexuella behov. / Background: Nationally and globally established documents accentuate sexuality as a human right. Although this is the case, people with intellectual disabilities (ID) are shunned regarding their rights to their own sexuality. This precedence leads to caregivers, tasked with supporting intellectually disabled service users, to neglect helping them in this field, giving them less opportunities to express their own sexual identities. Purpose: This study aims to evaluate caregivers experiences when it comes to addressing sexuality in the residential homes of the people with IDs that they support, as well as what competence they deem as necessary to handle such situations. Method: In this qualitative study we have interviewed seven municipally employed, tasked with supporting people with ID within group homes. The empirical data we've collected has been analyzed with the help of a thematic analysis, for which our result has been interpreted while using social constructivist perspectives on sexuality and theories on professional discretion. Results: The study shows that the informants have limited knowledge and lack of skill when it comes to assisting people with ID with their sexualities, as well as coping with the stigma related to the topic sexuality and the culture of silence that follows. Most workplaces lack guidance documents and rules regarding the topic of sexuality and a lack of support from managers. Conclusion: To better help shape the support needs and possibilities of people with ID, allowing them to voice their sexualities and being recognized as sexual beings in a respectful manner; education, guidance, overall rules and regulations are needed for the caregivers tasked to work with them. This is an area where the caregivers and society as a whole have a deciding role, making sure that all people, no matter their abilities, are allowed to express themselves sexually. It is also important that society keeps on working against the taboo that is related to disabled people and sexual expression, which could lead to being stigmatized more than what they already are.

No description available.

<p> The purpose of this study is to use close textual analysis, informed by the neurodiversity paradigm and critical disability theories, to explore the coverage of CA in an introductory public speaking collegiate textbook to see how the experience is depicted and what thematic narratives about dis/ability are included in its coverage. This research is required to comprehend the phenomena more holistically and aid communication educators in creating curricula attentive to the needs of the high CA student, embodying best practice for a diverse set of students.  Incorporating dis/ability perspectives into public speaking pedagogy signals an opportunity to advance interdisciplinary knowledge about CA, mental health, dis/ability, neurodiversity, and education accessibility at large. By analyzing literary representations of CA, this research furthers the goals of critical dis/ability studies by de-naturalizing ideas about the binaries in which “ableness”/“disability” and “normality”/abnormality, are typically read and related to “success”. The overarching goal of this project is to demonstrate that these rhetorical representations of communication/performance bound anxiety are not only relevant, but of central importance for contemporary discussions on dis/ability within education.</p>

This thesis examines news representations of Canadian, American and Australian military personnel involved in military 'sex scandals'. I explore what the representations of military personnel involved in well-publicized sex scandals reveal about scripts of soldiering and militarized masculinities. Despite a history of systemic violence in the military, I ask how and why the systemic nature of militarized masculinities are able to remain invisible, driving representations to focus on the ‘bad’ behaviour of individuals? By engaging with feminist scholarship in International Relations, I present the longstanding culture of misogyny, racism, homophobia and ableism in the Canadian, American and Australian militaries, focusing on the ways in which militarized masculinities are guided by these violent structures, and fundamental to the military's creation of soldiers. My dissertation uses the tools of critical discourse analysis to unpack the ways blame is individualised in cases of sexual and racist violence involving military personnel, while the military’s ableism, rape culture and imperial militarized masculinities are commonly naturalized or celebrated without regard for how they are fundamentally violent. My thesis presents an intersectional feminist project that intervenes in emerging questions in the field of transnational disability studies, tracing how militarism, hegemonic militarized masculinities and imperial soldiering (re)produce categories of ability and disability.

No description available.

<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>

Many scholars have discussed the sociopolitical consequences of belief in karma but few have investigated such relationships quantitatively. This study aims to establish empirical patterns concerning the connection between karmic beliefs and attitudes related to (i) political ideology, (ii) ableism, and (iii) views on the death penalty. The study’s theoretical framework is based on a Weberian approach to the study of beliefs (viewing beliefs as having attitudinal implications) and the theory of motivated social cognition. It uses original survey data from an MTurk sample of 330 Indians, which is analyzed through a series of regression models. When using demographic variables as controls, karmic beliefs are shown to correlate significantly (p&lt;0.001) with three conservative dispositions (status quo conservatism, laissez-faire conservatism, authoritarianism); political approval of the Hindu nationalist Bharatiya Janata Party; ideological self-placement; ableist attitudes, and with disapproval of the death penalty. Karmic beliefs are also shown to correlate significantly with social class, and with right-wing views across both social classes and castes. Given these findings, I argue that karmic beliefs are likely to affect various political outcomes in India via their role in shaping the moral and political frameworks of the Indian population.