520
Views
0
CrossRef citations to date
0
Altmetric
Original Articles

“I Guess that the Greatest Freedom … ”: A Phenomenology of Spaces and Severe Multiple Disabilities

&

References

  • Barron, K. (2015). Social inclusion as a theoretical concept and a social practice. In R. Traustadóttir, B. Ytterhus, S. T. Egilson, & B. Berg (Eds.), Childhood and disability in the Nordic countries: Being, becoming, belonging (pp. 133–148). Basingstoke, UK: Palgrave Macmillan.
  • Foley, J., Harvey, S., Chun, H.-J., & Kim, S.-Y. (2008). The relationships among fundamental motor skills, health-related physical fitness, and body fatness in South Korean adolescents with mental retardation. Research Quarterly for Exercise and Sport, 79(2), 149–157. doi: 10.1080/02701367.2008.10599478
  • Lancioni, G. E., Bellini, D., Oliva, D., Singh, N. N., O’Reilly, M. F., & Sigafoos, J. (2010). Camera-based microswitch technology for eyelid and mouth responses of persons with profound multiple disabilities: Two case studies. Research in Developmental Disabilities, 31(6), 1509–1514. doi: 10.1016/j.ridd.2010.06.006
  • Merleau-Ponty, M. (1962). Phenomenology of perception (C. Smith, Trans.). New York, NY: Routledge. (Original work published 1945)
  • Merleau-Ponty, M. (1968). The visible and the invisible (A. Lingis, Trans.). Evanston, IL: Northwestern University Press. (Original work published 1948)
  • Merleau-Ponty, M. (2014). Phenomenology of perception (D. Landes, Trans.). Oxford, UK: Routledge. (Original work published 1945)
  • Mulholland, R., Jr., & McNeill, A. W. (1989). Heart rate responses of profoundly retarded, multiply handicapped children during closed-skill fine motor and open-skill gross motor activities. Adapted Physical Activity Quarterly, 6(1), 68–78. doi: 10.1123/apaq.6.1.68
  • Östlund, D. (2015). Students with profound and multiple disabilities in education in Sweden: Teaching organization and modes of student participation. Research and Practice in Intellectual and Developmental Disabilities, 2(2), 148–164. doi: 10.1080/23297018.2015.1085327
  • Qvortrup, L. (2012). Inklusion – En definition [Inclusion – A definition]. In T. Næsby (Ed.), Er du med? Om inklusion i dagtilbud og skole [Are you with us? About inclusion in childcare and school] (Vol. 5, pp. 5–16). Aalborg, Denmark: UCN Forlag.
  • Seamon, D. (1979). A geography of the lifeworld: Movement, rest and encounter. New York, NY: St. Martin’s Press.
  • Simms, E.-M. (1993). The infant’s experience of the world: Stern, Merleau-Ponty and the phenomenology of the preverbal self. The Humanistic Psychologist, 21(1), 26–40. doi: 10.1080/08873267.1993.9976904
  • Spord Borgen, J., & Eriksen Ødegaard, E. (2015). Barnekultur som forskningsfelt – Et interdisiplinært vitenskaplig emne [Children’s culture as field of research – An interdisciplinary field]. Barn, 33(3–4), 5–18.
  • Standal, Ø. F., & Rugseth, G. (Eds.). (2015). Inkluderende kroppsøving [Inclusive physical education]. Oslo, Norway: Cappelen Damm.
  • Toombs, S. K. (2001). Reflections on bodily change: The lived experience of disability. In S. K. Toombs (Ed.), Handbook of phenomenology and medicine (pp. 247–261). Dordrecht, Netherlands: Kluwer Academic Publishers.
  • Traustadóttir, R., Ytterhus, B., Egilson, S. T., & Berg, B. (Eds.). (2015). Childhood and disability in the Nordic countries: Being, becoming, belonging. Basingstoke, UK: Palgrave Macmillan.
  • Van Manen, M. (1996). Phenomenological pedagogy and the question of meaning. In D. Vandenberg (Ed.), Phenomenology and educational discourse (pp. 39–64). Durban, South Africa: Heinemann Higher and Further Education.
  • Van Manen, M. (2012). Researching lived experience. Human science for an action sensitive pedagogy (2nd ed.). London, ON: The Althouse Press. (Original work published 1990)
  • Van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Walnut Creek, CA: Left Coast Press.
  • Weiss, G. (2000). Écart: The space of corporeal difference. In F. Evans & L. Lawlor (Eds.), Chiasms: Merleau-Pontýs notion of flesh (pp. 203–218). Albany, NY: State University of New York Press.
  • Weiss, G. (2015). The normal, the natural, and the normative: A Merleau-Pontian legacy to feminist theory, critical race theory, and disability studies. Continental Philosophy Review, 48(1), 77–93. doi: 10.1007/s11007-014-9316-y
  • Wendelborg, C., & Tøssebro, J. (2011). Educational arrangements and social participation with peers amongst children with disabilities in regular schools. International Journal of Inclusive Education, 15(5), 497–512. doi: 10.1080/13603110903131739
  • Young, I. M. (2005). On female body experience: “Throwing like a girl” and other essays. New York, NY: Oxford University Press.
  • Ytterhus, B., & Tøssebro, J. (2005). En skole for alle? En studie av organiseringen av opplæringa til barn med generelle lærevansker eller utviklingshemming i norsk grunnskole [A school for everyone? A study of the organization of the education of children with learning difficulties or intellectual disability in Norwegian primary and lower secondary school]. NTNU/ISH Report No. 58. Trondheim, Norway: NTNU, Institutt for Sosialt Arbeid og Helsevitenskap.
  • Ytterhus, B., Egilson, S. T., Traustadóttir, R., & Berg, B. (2015). Perspectives on childhood and disability. In R. Traustadóttir, B. Ytterhus, S. T. Egilson, & B. Berg (Eds.), Childhood and disability in the Nordic countries: Being, becoming, belonging (pp. 15–33). Basingstoke, UK: Palgrave Macmillan.