Persons with profound and multiple learning disabilities as subjects of knowledge: Exploring the possibilities of empathy

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities Pub Date : 2023-07-31 DOI:10.1111/bld.12550

Synne Nese Skarsaune

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Abstract

Background

Persons with profound and multiple learning disabilities (PMLD) risk exclusion, both in research and as members of society. Because of their embodied communication, they face the challenges in being understood. Oftentimes, others speak on their behalf making inferences on what their perspective might be.

Methods

Empathy is suggested as an approach to grasp the perspective of a person with profound and multiple learning disabilities through engaging with embodied communication. The account of empathy suggested by Stein will be unfolded through an ethnographic study including persons with profound and multiple learning disabilities and their professional supporters. Given this background, the intent is to discuss the potential empathy can have in recognising persons with these disabilities as subjects of knowledge.

Findings and Conclusions

The characteristics of persons with profound and multiple learning disabilities provide energy to empathic situations in ways that advocate for the possibility of being recognised as subjects of knowledge. This is related to the competencies of the individual, ambiguous communication and the dependency relations in which they are involved. It is of utmost importance to respect the alterity of the other.

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具有深刻和多重学习障碍的人作为知识个体：探索移情的可能性

背景有深度和多重学习障碍（PMLD）的人，无论是在研究中还是作为社会成员，都面临着被排斥的风险。由于他们的交流方式是体现性的，因此他们面临着被理解的挑战。通常情况下，其他人会代表他们说话，推断他们的观点。方法移情是一种通过参与体现性交流来把握深度和多重学习障碍者观点的方法。斯坦因提出的移情论将通过一项人种学研究展开，研究对象包括深度和多重学习障碍者及其专业支持者。在此背景下，我们将讨论移情在承认这些残疾人为知识主体方面所具有的潜力。研究结果和结论深度和多重学习障碍者的特点为移情情境提供了能量，从而倡导了被承认为知识主体的可能性。这与个人的能力、模棱两可的交流以及他们所处的依赖关系有关。尊重他人的改变性至关重要。

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来源期刊

British Journal of Learning Disabilities EDUCATION, SPECIAL-

CiteScore

2.30

自引率

20.00%

发文量

期刊介绍： The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.