作为一个有严重和多重学习障碍的“人”意味着什么?陈述家庭成员和盟友的观点

IF 1.3 4区 医学 Q3 EDUCATION, SPECIAL
Ben Simmons, Stuart Read
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引用次数: 0

摘要

患有严重和多重学习障碍的个体是关于作为一个人意味着什么的争论的中心。这些争论有时是从一个人拥有成熟的认知能力的立场开始的,比如有意识的沟通技巧和自我反省(有严重和多重学习障碍的人有时被认为缺乏这些能力)。然而,与患有严重和多重学习障碍的人最亲近的人很少被征求意见。本文提出了解决这一差距的研究。方法对深度学习障碍和多重学习障碍群体的家庭成员、朋友和盟友进行10次非结构化访谈。参与者被要求利用他们支持有严重和多重学习障碍的个人的知识,讨论作为一个人对他们意味着什么。受访者认为,一个人从根本上来说是一个有关系的存在,但这种关系被描述为无数种方式(例如,相互依赖、社会角色、社会梯度、互动和故事)。结论通过听取更多的家庭成员和盟友的意见,可以加深对深度和多重学习障碍个体人格的理解,这可以为当前占主导地位的理性人格观点提供一种相反的叙述。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
What Does It Mean to Be a ‘Person’ With Profound and Multiple Learning Disabilities? Presenting the Views of Family Members and Allies

Background

Individuals with profound and multiple learning disabilities are at the centre of debates about what it means to be a person. These debates sometimes start from the position that a person is somebody who possesses mature cognitive abilities, such as intentional communication skills and self-reflection (which individuals with profound and multiple learning disabilities are sometimes said to lack). However, those closest to people with profound and multiple learning disabilities are rarely consulted. This paper presents research that addresses this gap.

Methods

Ten unstructured interviews were conducted with family members, friends and allies of the profound and multiple learning disabilities communities. Participants were asked to discuss what being a person meant to them, using their knowledge of supporting individuals with profound and multiple learning disabilities.

Findings

Interviewees suggested that a person was fundamentally a relational being, but this relationality was described in a myriad of ways (e.g., as mutual dependence, social role, social gradient, interactionist and storied).

Conclusions

A richer understanding of the personhood of individuals with profound and multiple learning disabilities can be developed by listening to more family members and allies, and this can provide a counter-narrative to the current dominant rational view of personhood.

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来源期刊
CiteScore
2.30
自引率
20.00%
发文量
74
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.
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