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Several of these middle chapters in particular explore psychology and specifically the psychologisation of disabled people, concepts which Goodley argues are under-explored and under-theorized in disability studies. With connections to psychoanalysis, however, Goodley notes, "be warned: always view psychoanalysis with healthy skepticism rather than deluded affiliation! With this caveat, Goodley explores Lacanian possibilities within disability studies, which he describes as "somewhat speculative and under-developed" in existing accounts He concludes, however, that "Psychoanalysis might be at its most powerful when employed to make sense of organizational prejudice and discrimination against disabled people and the phantasised ideals of hyper-rationality and independence of contemporary culture" Goodley et al.

This summation may be strengthened by more specific examples, implications or applications, so that the portions devoted to psychologisation and psychoanalysis in the book are better grounded. In his final two chapters, Goodley stakes new territory between disability studies and its transdisciplinary connections. Exploring an approach to disability in education based on inclusion, Goodley writes, "Disability studies and social justice meet at the crossroads of inclusive education" Exploring disadvantages to neoliberal approaches to education in general and specifically for students with disabilities, Goodley notes that approaches and practices from critical pedagogy studies may be helpful.

Suggesting adjustments such as changes in school culture, broadened curricula and revisions of the student-teacher partnership, Goodley employs Paulo Freire's concept of conscientisation to envision a critical pedagogy of liberation. In his final chapter, Goodley explores developments in critical disability studies, bringing together recurrent themes in the book and exploring possibilities for future study. Particularly valuable here is Goodley's use of Michael Hardt and Antonio Negri's exploration of Empire in relation to disability contexts.

Interdisciplinary Approaches to Disability: Looking Towards the Future: Volume 2 - CRC Press Book

Goodley describes Empire as supporting "a preferred psychology and version of the self: healthy, rational, autonomous, educated, economically viable, self-governing and able—a self contained individual. And if you don't fit, then Empire is ready to fix you" For Goodley, understanding the effects of Empire in the context of disability is crucial to resistance. Goodley also finds possibilities for resistance in the posthuman figures of cyborgs and hybrids, noting that insights derived from technology, although present in feminist studies, "remain largely dormant in disability studies" because the "history of disability technology is one of normalization, cure and rehabilitation Despite this history, Goodley encourages explorations into how technology can assist resistance and empower people with disabilities.

Disability Studies may be especially useful in classrooms, particularly to supplement other disability collections with more specific foci. Chapters are logically sequenced and are of appropriate length for classroom use. Key terms are well defined throughout the book, which also suits the work well for the classroom. Complicated concepts such as neoliberalism, poststructualism and biopower are also carefully explained for students and other audiences, with helpful suggestions for follow-up reading.

Center for Community Inclusion and Disability Studies

Each chapter also ends with suggestions for further reading with short but useful summaries. The extensive bibliography is a valuable resource for anyone interested in disability. Reviewed by Shannon Walters , Temple University. References Davis, Lennard. The Disability Studies Reader. London: Routledge, Goodley, D. Hughes and L. Disability and Social Theory. London: Palgrave Macmillian, Read the full conference programme. D4D is an AHRC funded large consortia research project addressing the evolving ways in which disabled people express, perform, experience and practice 'community'.

The project team includes disabled and non-disabled academics from media and cultural studies, robotics and anthropology, working in partnership with each other and with disabled artists, writers, dramatists and performers. The project aim is to develop a better understanding of the different ways that contexts and phenomena including play, education, medical research, institutions and digital technology shape aspects of community.

D4D is structured around a series of 8 inter-connecting work streams. For Playful Bodies, the team are working with popular media texts, disabled audiences, artists and online communities, while drawing on screen studies literature, digital games research and critical disability theory. They are exploring, for instance, how or if lived experience of disability shapes aspects of our engagement with science fictions, and investigating the extent to which science fictions potentially offer disabled audiences tools for articulating resistance to able-identified culture.

The work is collaborative, and the inclusion of multiple voices and perspectives disciplinary or otherwise has led to a productive problematizing of the concept of disability itself. Rather than nestling neatly within familiar models medical, charitable, social, etc. Dr Carr's keynote address will share examples drawn from the research, and reflect on the implications for research practice. Visit the project website here. Read more about the speakers and presenters at the conference. This presentation reports on an Arts Council England ACE funded project that brought disabled artists into architectural education, to prototype new ways of working together around the design of built space.

Rather than treating disability as a technical problem to be solved through design guidance, this project explored what happens when we start from difference: when both disability and ability are understood as complex, ambiguous and relational; where engaging with the richness of biodiversity and neuro-divergence can enhance design; and as a means of critically and creatively unravelling 'what is normal' about everyday social and spatial practices.

We reflect on what worked and what was less successful, and discuss possible future steps for building on disabled artists' experience and creative talents to 'do inclusion differently' in architectural education.

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Herminder Kaur, Middlesex University. To broaden conversations on digital media access, this paper proses the concept of 'social access', to shed light on how young people with physical disabilities attempt to gain acceptance in social interactions as well as form and maintain relationships on social networking sites.

Drawing on an ethnographic study of young people with physical disabilities use of the internet in a special school, this paper argues that young people with physical disabilities struggle to gain acceptance in social interactions when presenting discrediting visuals of their bodily stigma, and when deviating from norms practiced in visual cultures on digital media environments.

The issues are illustrated by three case studies. The case studies tease out the complex ways in which teenage 'lookism', normative behaviour, exclusion and rejection are mediated by disability and digital media.

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Design opportunities for AAC and children with severe speech and physical impairments. Augmentative and alternative communication AAC technologies can support children with severe speech and physical impairments SSPI to express themselves. Yet, these seemingly 'enabling' technologies are often abandoned by this target group, suggesting a need to understand how they are used in communication.

Little research has considered the interaction between people, interaction design and the material dimension of AAC. To address this, we report on a qualitative video study that examines the situated communication of five children using AAC in a special school. Our findings offer a new perspective on reconceptualising AAC design and use revealing four areas for future design: incorporating an embodied view of communication, designing to emphasise children's competence and agency, regulating the presence, prominence and value of AAC, and supporting a wider range of communicative functions that help address children's needs.

Promoting positive attitudes towards people with intellectual disabilities and challenging stigma are vital to ensuring equal rights, empowerment, self-determination and inclusion advance in all parts of society.

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This talk will provide a multi-level model of interventions designed to tackle stigma experienced by children and adults with intellectual disabilities. Examples from UCL research will be shared to illustrate what efforts to tackle stigma at different levels may look like. Illustrative examples will include a psychosocial group intervention for adults with intellectual disabilities designed to increase stigma resistance, work jointly conducted in schools with Mencap to promote more accepting attitudes towards peers with intellectual disabilities, and a film based digital intervention designed to increase awareness of intellectual disability and challenge stigma in African countries.

The General Medical Council GMC states that its guidance on medical education about disability is informed by the social model, that is, 'the problem of disability lies with society, not with the disabled person', as opposed to the medical model where 'the impairment is seen as the problem' However, there is still a paucity of opportunity within medical training to learn about the wider psycho-social aspects of disability, and in particular, visual impairment.

This leads to deficiencies in health-care provision and support - recently highlighted by a focus group of visually impaired patients with age-related macular degeneration. Persons with disability often become invisible.

Despite advances in accessibility, we still live in a world where most tube stations do not have lifts, where the walk between the bus stop and your next date is too far, and where buildings have often entrances up a flight of stairs. It is easier to stay home. For others they are stuck at home or in the hospital.