{"title":"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","authors":"Synne Nese Skarsaune","doi":"10.1111/bld.12550","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Findings and Conclusions</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"101-109"},"PeriodicalIF":1.2000,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12550","citationCount":"0","resultStr":"{\"title\":\"Persons with profound and multiple learning disabilities as subjects of knowledge: Exploring the possibilities of empathy\",\"authors\":\"Synne Nese Skarsaune\",\"doi\":\"10.1111/bld.12550\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Findings and Conclusions</h3>\\n \\n <p>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.</p>\\n </section>\\n </div>\",\"PeriodicalId\":47232,\"journal\":{\"name\":\"British Journal of Learning Disabilities\",\"volume\":\"52 1\",\"pages\":\"101-109\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2023-07-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12550\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Learning Disabilities\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/bld.12550\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Learning Disabilities","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/bld.12550","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Persons with profound and multiple learning disabilities as subjects of knowledge: Exploring the possibilities of empathy
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.
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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