Background: Negative attitudes remain a major barrier to the equality of people with disability, especially when coupled with the lack of autonomy imposed on many people. This paper analyses how disability self-advocacy groups seek to change community attitudes and work towards systemic change by mobilising knowledge from their lived experience.…

Classroom engagement can be problematic for students who are deaf or hard-of-hearing (DHH), but is essential to ensure that they can reach their best educational and postschool outcomes. This study used semi-structured interviews to explore the self-perceived barriers and facilitators to classroom engagement for 16 DHH students educated in…

Background: Stigma attached to having an intellectual disability has negative implications for the social identities and inclusion of people with intellectual disability. Aim: The study explored the effects of membership of independent self-advocacy groups on the social identity of people with intellectual disability. Method: Using a…

Background: Despite good policy intentions, people with intellectual disability continue to be socially excluded. Social geographers suggest the potential of self-authored spaces as catalysts for social inclusion. One such space, self-advocacy, is commonly perceived as part of a political movement for social change rather than a vehicle for social…

Background: Funding bodies in Australia and the United Kingdom require research on issues that affect the lives of people with intellectual disability to be inclusive. Debate continues about the nature and benefits of inclusive research, which has become an umbrella term encompassing a broad spectrum of approaches. Method: This study proposes one…

Background: Civil and political participation lies at the core of citizenship. Increasingly, people with intellectual disability are members of disability advisory bodies. This study investigated the political orientations of advisory body members with intellectual disability, their participatory experiences, and the types of support they…