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Related Concept Videos

Learning Disabilities01:25

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.

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Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Accessing the field: Disability and the research process.

Lindsey Brown1, Felicity K Boardman

  • 1University of Bristol, Social Medicine, Canygne Hall, Whatley Road Clifton, Bristol BS8 2PS, United Kingdom. lindsey.brown@bristol.ac.uk

Social Science & Medicine (1982)
|November 16, 2010
PubMed
Summary
This summary is machine-generated.

Disability significantly impacts qualitative research dynamics, presenting unique ethical and practical challenges for visibly disabled researchers. Understanding these embodied experiences is crucial for equitable research practices and addressing power differentials.

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Area of Science:

  • Sociology of research
  • Qualitative research methodologies
  • Disability studies

Background:

  • Disability is a key factor in social interactions, yet its impact on qualitative research processes is under-examined.
  • Most research on disability in research focuses on disability studies, limiting broader understanding.
  • Visibly disabled researchers face unique challenges when studying non-disabled populations.

Purpose of the Study:

  • To explore the practical, ethical, and conceptual dilemmas faced by visibly disabled researchers in qualitative studies.
  • To move beyond disability studies to examine how disabled identities and embodied experiences affect research with non-disabled participants.
  • To highlight the significance of the disabled body's visibility in mediating research interactions and dilemmas.

Main Methods:

  • Reflexive analysis of personal experiences as visibly disabled researchers.
  • Qualitative examination of identity negotiations and embodied experiences during the research process.
  • Focus on research involving primarily non-disabled participants.

Main Results:

  • Disability can aid rapport but creates dilemmas regarding disclosure of impairments.
  • The visibility of the disabled body significantly mediates these dilemmas and constrains researcher responses.
  • Disabled researchers navigate contexts where societal meanings of disability differ from their own experiences.
  • Embodied experiences and 'body signifiers' influence research outcomes and ethics.

Conclusions:

  • All researchers must consider their own 'body signifiers' and embodied experiences to understand research dynamics.
  • Addressing power differentials in research requires acknowledging the role of embodied experiences.
  • The negotiations and dilemmas faced by visibly disabled researchers are critical and warrant greater attention in the literature.