TY  - JOUR
A1  - Hänel, Hilkje C.
T1  - Potentially disabled?
JF  - Inquiry
N2  - Ten years ago, I was diagnosed with a rare illness called Myasthenia Gravis. Myasthenia Gravis is a long-term neuromuscular autoimmune disease where antibodies block or destroy specific receptors at the junction between nerve and muscle; hence, nerve impulses fail to trigger muscle contractions. The disease leads to varying degrees of muscle weakness. Currently, I have only minor symptoms, I am not seriously impaired, and I do not suffer from any social disadvantage because of my illness. Yet, my life and my body since my diagnosis feel different than before. In this paper I aim to make this feeling intelligible and propose that it is a state of what I call ‘latent impairment’. Latent impairment is a state of being ‘in between’, different from being actually impaired and also different from being abled-bodied. The theory takes its cues both from social constructionist theories of disability as well as theories of (chronic) illness and their focus on the importance of subjectivity. Furthermore, I suggest that a phenomenological understanding of latent impairment can show possible ways of becoming an ally to the DRM.
KW  - disability
KW  - chronic illness
KW  - latent impairment
KW  - social construction
Y1  - 2022
U6  - https://doi.org/10.1080/0020174X.2022.2136753
SN  - 0020-174X
SN  - 1502-3923
SP  - 1
EP  - 26
PB  - Routledge, Taylor & Francis
CY  - London
ER  - 
TY  - JOUR
A1  - Schwab, Susanne
A1  - Huber, Christian
A1  - Gebhardt, Markus
T1  - Social acceptance of students with Down syndrome and students without disability
JF  - Educational psychology
N2  - We investigated the influence of teacher feedback on the social acceptance of peers with intellectual disabilities and peers without disabilities. A computer task was administered to 601 students in grades 3 and 4. Twenty-six per cent of the students attend an inclusive school; the others are in regular schools without students with special educational needs. Participants are introduced to ‘new’ virtual classmates, one student with Down syndrome (DS), and one control student with no obvious disability. Additionally, teacher feedback and feedback about fun playing with the new classmates is given. Social acceptance is evaluated by asking if one would like to sit next to him/her. Both feedbacks showed a strong effect. The child with DS was less socially accepted than the child without disability. No difference regarding the social acceptance of the students with DS was found between students from inclusive and regular classes. Students from regular classes rate the social acceptance of the student without disabilities significantly higher than students from inclusive classrooms.
KW  - inclusion and exclusion
KW  - disability
KW  - social acceptance
Y1  - 2016
U6  - https://doi.org/10.1080/01443410.2015.1059924
SN  - 0144-3410
SN  - 1469-5820
VL  - 36
SP  - 1501
EP  - 1515
PB  - Hindawi Publishing Corp.
CY  - Abingdon
ER  - 
TY  - JOUR
A1  - Wernicke, Sarah
A1  - de Witt Huberts, Jessie
A1  - Wippert, Pia-Maria
T1  - The pain of being misunderstood
BT  - Invalidation of pain complaints in chronic low back pain patients
JF  - Journal of Health Psychology
N2  - A particular form of social pain is invalidation. Therefore, this study (a) investigates whether patients with chronic low back pain experience invalidation, (b) if it has an influence on their pain, and (c) explores whether various social sources (e.g. partner and work) influence physical pain differentially. A total of 92 patients completed questionnaires, and for analysis, Pearson’s correlation coefficients and hierarchical linear regression analyses were conducted. They indicated a significant association between discounting and disability due to pain (respective β = .29, p > .05). Especially, discounting by partner was linked to higher disability (β = .28, p > .05).
KW  - chronic low back pain
KW  - disability
KW  - invalidation
KW  - social pain
KW  - social rejection
Y1  - 2017
U6  - https://doi.org/10.1177/1359105315596371
SN  - 1359-1053
SN  - 1461-7277
VL  - 22
SP  - 135
EP  - 147
PB  - Sage Publ.
CY  - London
ER  -