From "Learning Disability to Intellectual Disability"--Perceptions of the Increasing Use of the Term "Intellectual Disability" in Learning Disability Policy, Research and Practice

Autor/in	Cluley, Victoria
Titel	From "Learning Disability to Intellectual Disability"--Perceptions of the Increasing Use of the Term "Intellectual Disability" in Learning Disability Policy, Research and Practice
Quelle	In: British Journal of Learning Disabilities, 46 (2018) 1, S.24-32 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cluley, Victoria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12209
Schlagwörter	Foreign Countries; Learning Disabilities; Intellectual Disability; Definitions; Educational Policy; Focus Groups; Medical Research; Semantics; Allied Health Personnel; Caregiver Attitudes; Student Attitudes; Teacher Attitudes; Preferences; Ambiguity (Semantics); Fear; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Learning handicap; Lernbehinderung; Intellect; Disability; Disabilities; Verstand; Behinderung; Begriffsbestimmung; Politics of education; Bildungspolitik; Semantik; Schülerverhalten; Lehrerverhalten; Furcht
Abstract	Background: The term "intellectual disability" is increasingly used to refer to people with learning disabilities in British learning disability policy, practice and research. This change is undoubtedly a reflection of the changing international context. The inclusion of the term "intellectual disability" has been particularly pronounced in countries such as the USA. By contrast, this change has been relatively silent in England. Methods: In light of this, the paper explores the discussions of 12 focus groups conducted with professional and lay groups working in or influencing learning disability research and practice in England. Each focus group was asked the following two questions: Have you heard of the term "intellectual disability" and how do you feel about the term "intellectual disability?." Discussion and Conclusion: Thematic analysis of the discussions identified four dominant themes: dislike and disbelief; ambiguity; tautology; and fear. It is concluded that more explanation is required in order for researchers and practitioners in England to understand this semantic change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01