Entangled ethnography: imagining a future for young adults with learning disabilities

Area of Science:

• Anthropology
• Disability Studies
• Education

Background:

• Young adults with learning disabilities (LD) often face uncertain futures after high school.
• Existing transition programs may not adequately address the complex needs of this population.
• The authors' dual role as parents and anthropologists informed their research approach.

Purpose of the Study:

• To investigate the creation and impact of innovative transition programs for young adults with LD.
• To develop and apply an "entangled ethnography" methodology.
• To explore demedicalizing approaches to understanding disability.

Main Methods:

• Multi-sited, long-term ethnographic research in New York City.
• Collaborative development of two innovative transition programs.
• Utilizing an "entangled ethnography" approach, integrating insider and outsider perspectives.
• Applying critical anthropology methods to demedicalize disability experiences.

Main Results:

• The creation of two innovative transition programs aimed at supporting young adults with LD.
• Demonstration of "entangled ethnography" as a viable research method in disability studies.
• Insights into the challenges and successes of transitioning from high school for individuals with LD.

Conclusions:

• Innovative transition programs are crucial for young adults with learning disabilities.
• "Entangled ethnography" offers a powerful framework for researching disability.
• A demedicalized perspective is essential for understanding and supporting individuals with LD.