By Tamar Heller, Sarah K. Parker Harris
This quantity in The SAGE Reference sequence on Disability explores concerns regarding incapacity in the course of the existence classes, and is one in all 8 volumes within the cross-disciplinary and issues-based sequence, which examines issues relevant to the lives of people with disabilities and their households. With a stability of background, concept, study, and alertness, experts set out the findings and implications of study and perform for others whose present or destiny paintings includes the care and/or research of these with disabilities, in addition to for the disabled themselves. The concise, enticing presentational variety emphasizes accessibility. Taken separately, each one quantity units out the basics of the subject it addresses, observed by way of compiled facts and records, suggested additional readings, a advisor to businesses and institutions, and different annotated assets, hence delivering the fitting introductory platform and gateway for additional learn. Taken jointly, the sequence represents either a survey of significant incapacity matters and a consultant to new instructions and tendencies and modern assets within the box as an entire.
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Extra resources for Disability Through the Life Course
For example, individuals with severe disabilities may be dependent on families and other carers for longer periods of time than people without disabilities. The theory would not adequately address the fact that autonomy may be an issue much later in the life course for individuals with severe disabilities or with very limited cognitive abilities. Piaget’s Cognitive Stages Piaget theorized that individuals undergo four stages of cognitive development, which are finalized by the end of adolescence.
Overall, stage theories can be problematic for people with and without disabilities. While individuals tended to move through a set of well-timed transitions in the middle part of the last century, much of that regularity has dissolved. The life course has become more individualized, depending on social class, gender, race, and ethnicity (Settersen, 2007). The stage theories are even more problematic when applied to people with disabilities, as we know little about the age-related trajectory for people with various disabilities, and the complexity and fluidity of disability means that not all persons with a disability will “fit” into the structured stage.
Many studies within the social sciences are “age specific,” focusing on one slice of life, instead of recognizing aging as a continuous, dynamic process that occurs throughout life (Elder & Giele, 2009). , 2005). Instead, individuals’ life trajectories are the result of a complex interplay between human 4â•‡â•‡ DISABILITY THROUGH THE LIFE COURSE agency and generational and social forces (Bryman, Bytheway, Allatt, & Keil, 1987; Elder, 2003). As such, life course research designs tend to be longitudinal or cross-sectional in nature, tracking participants’ development through time while recognizing various historical and social influences (Elder & Giele, 2009).