Canadian Journal of Disability Studies https://cjds.uwaterloo.ca/index.php/cjds <p>The Canadian Journal of Disability Studies publishes peer-reviewed original articles that advance research in the multidisciplinary, international field of disability studies.</p> <p>All content is totally open access.&nbsp;The CJDS never charges any processing or publication fees, and is free and open to the public. This ensures that scholarship in the CJDS reaches the broadest possible audience, with no barriers for authors, institutions, or readers. The journal also advocates for Open Accessibility, ensuring that all content is fully accessible.<br><br>The journal embraces a wide range of methodologies and perspectives, values collaborative and cross-disciplinary work, community partnership, and creative approaches to scholarship.<br><br>Research in the Canadian Journal of Disability Studies will be of interest to scholars and students from across all academic disciplines, as well as anyone involved in disability arts, advocacy, community organization or policy.&nbsp; The journal foregrounds a critical disability studies perspective, committed to disability rights.</p> <p>Please consider registering as a reader to receive notifications and announcements.</p> en-US <p>There are no article processing or submission charges for CJDS authors.</p><p>Author(s) are not required to assign their copyright in and to their article to the <em>Canadian Journal of Disability Studies</em>. Instead, The <em>CJDS</em> asks for one-time rights to print this original work.</p><p>All articles in the journal are assigned a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license. See: https://creativecommons.org/licenses/by-nc-nd/4.0/</p><p><img src="/public/site/images/jdolmage/88x31.png" alt="" /></p><p>Authors are asked to contact the journal Editor if they wish to post the article on any website; translate or authorize a translation of the article; copy or otherwise reproduce the article, in any format, beyond what is permitted under Canadian copyright law, or authorize others to do so; copy or otherwise reproduce portions of the article, including tables and figures, beyond what is permitted under Canadian copyright law, or authorize others to do so.</p><p>Contacting the Editor will simply allow us to track the use and distribution of your article.  We encourage use for non-commercial, educational purposes. </p><p>Authors must provide proof of permission clearance prior to the publication of their work if they are including images or other materials that are not their own.  Keep in mind that such clearance can at times be costly, and often takes time.  The journal editor can often work with you to seek permissions if you need information, advice or assistance.</p> CJDSeditor@uwaterloo.ca (Jay Dolmage, PhD) dolmage@uwaterloo.ca (Jay Dolmage) Fri, 31 May 2019 08:31:40 -0400 OJS 3.1.1.0 http://blogs.law.harvard.edu/tech/rss 60 Affective value and the significance of understanding disabled youth’s intensification of affects https://cjds.uwaterloo.ca/index.php/cjds/article/view/505 <p>This paper aims to bring to the forefront the mutual affective negotiations one young man with autism makes when navigating various social contexts having previously attended public school in Nova Scotia, Canada. In particular, I make use of Sara Ahmed’s specificities of affect (i.e. hate, fear, shame, disgust and happiness) as her work lends to accessing his sentient and emotive becomings. This is important as there is unfamiliarity on disabled youth’s emergent, affective exchanges with others. I argue that paying attention to bodily affects and how they materialise on the surface of the skin offers a productive space to understand better disability narratives. It is the intensification of affects that ensue for disabled youth that profoundly inform their discursive thought and future life trajectories.&nbsp;</p> Sarah Reddington ##submission.copyrightStatement## https://cjds.uwaterloo.ca/index.php/cjds/article/view/505 Fri, 24 May 2019 00:00:00 -0400 Comparing integration and inclusion between Canadians and Americans with disabilities: Evidence from national surveys of time use https://cjds.uwaterloo.ca/index.php/cjds/article/view/506 <p>As Canada moves toward the passage of a federal statute assuring access and inclusion for disabled persons, inevitable comparisons arise between the statutory environments for people with disabilities in Canada and the USA.&nbsp; In previous research, we have used daily time use as a macro indicator of the degree of integration of people with disabilities into the wider society. If statutory protection of disabled persons is effective, activity participation should be similar between persons with and without disabilities in jurisdictions that are favorable to full participation.&nbsp; This paper provides the analysis of national survey data on time use in the United States and Canada for 2010.&nbsp; It shows that the dissimilarity of time use by persons with and without disabilities is smaller for Canadians than for Americans.&nbsp; This finding shows that disabled Canadians are more integrated into their wider society than disabled Americans.&nbsp; Paid work is one activity where Canadians and Americans with and without disabilities are most dissimilar.&nbsp; Regression analysis of time spent in paid work indicates that, with demographic and economic descriptors held constant, the American residency does not promote an advantage in paid work which is a key indicator of integration. This casts doubt on the effectiveness of statutory protections for persons with disabilities.</p> Clarke Wilson, Mary Ann McColl ##submission.copyrightStatement## https://cjds.uwaterloo.ca/index.php/cjds/article/view/506 Fri, 24 May 2019 00:00:00 -0400 (Re)Discovering Story and Voice: The Adaptive Community Theatre Project https://cjds.uwaterloo.ca/index.php/cjds/article/view/507 <p>The Adaptive Community Theatre Project (ACTP) at the University of Central Florida (UCF) served to honor the voices and stories of community members with aphasia and other acquired neurocognitive disabilities, while combatting the isolation and depression often felt by this demographic. This paper will explore the ways in which the pilot year programming of ACTP evolved over time, due in part to the primary author’s perceived disinterest of the neuroatypical participants. Though initially the neuroatypical participants expressed interest in the project, erratic rehearsal attendance, transportation issues, cognitive fatigue, and stage fright presented challenges for the participants and created obstacles to the theatre process. This led to multiple modifications, including shifting from an ensemble-based mixed-ability devising model to an ethnographic model, and shifting from a full performance to a staged reading and community discussion.</p> <p>This paper offers an overview of the ACTP and the challenges that led to multiple structural revisions throughout the development of the project. Written from the perspective of the ACTP artistic director, a reflection and analysis on the project’s pilot year concludes with a proposed model for successful community-based theatre work with participants with acquired neurocognitive disabilities and neurotypical volunteers. This paper asks: What are the best practices for creating theatre with/for participants with neurological/neurocognitive deficits? What tensions in objectives, communication, and access arise when a team of neurotypical individuals creates artistic and extracurricular programing for neuroatypical individuals? And how can neurotypical theatre-makers interested in accessibility and inclusion adapt their approach to rise to the challenges presented by these tensions?&nbsp;</p> Elizabeth Brendel Horn, Belinda C. Boyd, Megan Shero ##submission.copyrightStatement## https://cjds.uwaterloo.ca/index.php/cjds/article/view/507 Fri, 24 May 2019 00:00:00 -0400 Shifting neurotypical prevalence in knowledge production about the mentally diverse: A qualitative study exploring factors potentially influencing a greater presence of lived experience-led research https://cjds.uwaterloo.ca/index.php/cjds/article/view/508 <p>Research which is led by mentally diverse persons offers a variety of benefits.&nbsp; Crucially, this research holds potential to target wide-ranging social inclusion issues. &nbsp;Recognizing that these studies cannot lay claim to be commonplace, the aim of this investigation is to inform and improve policy supportive of lived experience-led studies by critically investigating evidence-based factors influencing a greater presence of this genuinely inclusive style of research. &nbsp;Following purposive sampling, thematic analysis was applied to twelve articles meeting with inclusion criteria and retrieved from Scopus, Medline, PsycINFO and ProQuest databases. &nbsp;This investigation reveals three key findings. &nbsp;First, this exploratory study identifies factors supporting and resisting lived experience-led research across micro, meso and macro levels. &nbsp;Second, investment in future research is needed to identify evidence-based measures with capacity to redress factors constraining opportunities for mentally diverse persons to develop research careers and to potentially lead the way in reforming mental health and other services. &nbsp;Finally, any assertions of neurodiverse researchers as necessarily being lacking in professional qualifications or reliant upon the assistance of neurotypical colleagues should be critically questioned. &nbsp;</p> Damian Mellifont ##submission.copyrightStatement## https://cjds.uwaterloo.ca/index.php/cjds/article/view/508 Fri, 24 May 2019 00:00:00 -0400 Mapping Ableism: A Two-Dimensional Model of Explicit and Implicit Disability Attitudes https://cjds.uwaterloo.ca/index.php/cjds/article/view/509 <p>Nondisabled people often experience a combination of negative and positive feelings towards disabled people. There are often large discrepancies between what nondisabled and disabled people view as positive treatment towards disabled people, with disabled people often viewing nondisabled people’s actions as inappropriate, despite nondisabled people believing they had good intentions. Since disability attitudes are complex, both explicit (conscious) attitudes and implicit (unconscious) attitudes need to be measured. Different combinations of explicit and implicit bias can be organized into four different categories: symbolic prejudice, aversive prejudice, principled conservative, and truly low prejudiced. To explore this phenomenon, we analyzed secondary explicit and implicit disability prejudice data from approximately 350,000 nondisabled people and categorized people’s prejudice styles according to an adapted version of Son Hing et al.’s (2008) two-dimensional model of racial prejudice. Findings revealed most nondisabled people were prejudiced in the aversive ableism fashion, with low explicit prejudice and high implicit prejudice. These findings mirror past research that suggests nondisabled people may believe they feel positively towards disabled people but actually hold negative attitudes which they disassociate or rationalize. Mapping the different ways ableism operates is one of the first of many necessary steps to dismantle ableism.</p> Carli Friedman ##submission.copyrightStatement## https://cjds.uwaterloo.ca/index.php/cjds/article/view/509 Fri, 24 May 2019 00:00:00 -0400 Inclusion and accessibility in STEM education: Navigating the duty to accommodate and disability rights https://cjds.uwaterloo.ca/index.php/cjds/article/view/510 <p>The duty to accommodate is a fundamental legal concept embedded in Canadian human rights law. The concept itself makes a contribution to advancing the goals of human rights law by attempting to extend the right to equality by protecting people from discrimination. In post-secondary institutions, pursuant to human rights legislation, the duty to accommodate requires that educators and administrators should attempt to accommodate students with disabilities short of undue hardship. Despite these legal requirements, students with disabilities are often underrepresented in STEM (science, technology, mathematics and engineering) disciplines because they face multiple barriers to accessing reasonable accommodation within the classroom and laboratory environments in Canadian universities (Sukhai and Mohler, 2017, Sukhai et al, 2014).</p> Dipesh Prema, Ruby Dhand ##submission.copyrightStatement## https://cjds.uwaterloo.ca/index.php/cjds/article/view/510 Fri, 24 May 2019 00:00:00 -0400 Review of Eli Clare, Brilliant Imperfection: Grappling with Cure (2017) https://cjds.uwaterloo.ca/index.php/cjds/article/view/512 <p><em>Brilliant Imperfection</em> continues the discussion of how the violent and repressive medical and legal systems in the U.S. produce pain and shame.</p> Viki Peer ##submission.copyrightStatement## https://cjds.uwaterloo.ca/index.php/cjds/article/view/512 Fri, 24 May 2019 00:00:00 -0400 Review of David James Savarese (Producer) & Robert Rooy (Director, Producer), Deej (2017) https://cjds.uwaterloo.ca/index.php/cjds/article/view/513 <p>‘Deej’ is a documentary&nbsp;film which throws popular assumptions about non-speaking autistics’ capacities into sharp relief-- exposing viewers to their biases and preconceptions-- challenging audiences to reframe what they think they know about people which society has labeled 'unincludeable'.</p> Rua M. Williams ##submission.copyrightStatement## https://cjds.uwaterloo.ca/index.php/cjds/article/view/513 Fri, 24 May 2019 00:00:00 -0400 Review of Meryl Alper, Giving Voice: Mobile Communication, Disability, and Inequality (2017) https://cjds.uwaterloo.ca/index.php/cjds/article/view/514 <p>This book is about what happens after the headlines: when we critically face the structural inequalities embedded in “voice,” and complicate questions of digital equity with concerns about privilege.&nbsp;</p> Chelsea Temple Jones ##submission.copyrightStatement## https://cjds.uwaterloo.ca/index.php/cjds/article/view/514 Fri, 24 May 2019 00:00:00 -0400 In the Yellow Margins: A Tribute for Professor Mosoff https://cjds.uwaterloo.ca/index.php/cjds/article/view/511 <p>This creative work begins with a poem written to commemorate Professor Judith Mosoff, a colleague who passed away on December 20, 2015. Professor Mosoff’s work in disability law influenced both activists and researchers, and this loss has impoverished the Canadian disability community. The poem is followed by an essay that situates it and reflects on the possibility of knowing and relating to someone affectively through poetic imagination, as well as on the role that poetry can play in sharing mourning and fostering community.</p> Jonas-Sébastien Beaudry ##submission.copyrightStatement## https://cjds.uwaterloo.ca/index.php/cjds/article/view/511 Fri, 24 May 2019 00:00:00 -0400