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Introduction

For an Anthropology of Cognitive Disability

Patrick McKearney and Tyler Zoanni

difference, such as profound intellectual disability, limit one’s possibilities for full participation in any social situation? Third, in light of all this, how should we study cognitive difference anthropologically? Can we use existing models of social and

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Joseph J. Long

intellectual disabilities and high support needs. It should be noted, however, that some find this two-dimensional analogy limiting, considering the considerable heterogeneity in the way that autism manifests. The label of disorder also remains problematic for

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Ethical Dilemmas and Moral Conundrums

Negotiating the Unforeseen Challenges of Ethnographic Fieldwork

Jocelyn D. Avery

Many anthropologists will be required to gain ethics approval in order to begin their research. Prior to commencing, though, it is not always possible to predict what will happen in the field, or how you as the researcher will react, much less to incorporate all possible safeguards in an ethics application. My research was conducted at a special education needs college with the aim of discovering the sense of self of students with intellectual disabilities. I underwent a lengthy and complicated ethics approval process and gained associated external approvals. As my research evolved in the field, I became interested in strands of enquiry that without care could have potentially breached my ethics guidelines. New questions could suggest to staff that I was doing something other than stipulated in their consent documents. The ethics approval process can help refine the research methodology and analysis; however, it cannot prepare us for the moral conundrums that arise in the field.

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Girls with Disabilities in the Global South

Rethinking the Politics of Engagement

Xuan Thuy Nguyen

, primarily girls with intellectual disabilities, had dropped out of primary school. Twelve girls had low socio-economic status while nine came from working class families. Two girls came from ethnic minorities. The diversity of girls with disabilities in this

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Suburban Dissent

Defining Neighborhood Space and Place in Perth, Western Australia

Jocelyn D. Avery

authorities believe they are unsuitable to be released into the community ( DSC 2014b ). The WA government undertook a program of deinstitutionalizing all people with intellectual disability in the 1960s and 1970s (see Cocks et al. 1996 ). They were first

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Michele Friedner

anthropology, I was the assistant director at a day programme for deaf adults with intellectual disabilities. Our clients/consumers/participants (choose your word) came to our programme from around the San Francisco Bay Area and were from different racial

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Babies and Boomers

Intergenerational Democracy and the Political Epidemiology of COVID-19

Toby Rollo

crisis and not others? Barring some intellectual disability ( Simplican 2015 ) that reduces an adult citizen to the cognitive capacities of a child, all adults are permitted to vote and participate in public deliberations. In the United States, the

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Improving and protecting human rights

A reflection of the quality of education for migrant and marginalized Roma children in Europe

Silvia-Maria Chireac and Anna Devis Arbona

-school preparation and proficiency in the Bulgarian language. Roma are also placed in special schools for children with intellectual disabilities and behavioral challenges because of failing to pass a class and not because they truly are children with special needs

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Receiving the Gift of Cognitive Disability

Recognizing Agency in the Limits of the Rational Subject

Patrick McKearney

the finances to support a number of adults who had been diagnosed as having a ‘learning disability’ (the term most widely used in Britain, existing alongside other academic variants such as ‘intellectual disability’ or ‘cognitive disability’, the term

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Adolescent Girls with Disabilities in Humanitarian Settings

“I Am Not ‘Worthless’—I Am a Girl with a Lot to Share and Offer”

Emma Pearce, Kathryn Paik, and Omar J. Robles

opportunities, further increase the risk of exploitation and abuse of girls, particularly for those with intellectual disabilities ( Pearce 2015b ). Displacement may lead individuals and families to live in temporary housing in new communities, sharing houses