Persons with profound and multiple learning disabilities as subjects of knowledge: Exploring the possibilities of empathy.
Background: Persons with profound and multiple learning disabilities (PMLD) risk exclusion, both in research and as members of society. Because of their embodied communication, they face the challenges in being understood. Oftentimes, others speak on their behalf making inferences on what their pers...
| Publicado en: | British Journal of Learning Disabilities Vol. 52; no. 1; pp. 101 - 110 |
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| Autor principal: | |
| Formato: | Journal Article |
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Wiley-Blackwell
Mar2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=175229975&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 175229975 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13544187 F04 jtl: British Journal of Learning Disabilities issn: 13544187 maglogo: Y pubinfo: dt: Mar2024 vid: 52 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 175229975 167616727 10.1111/bld.12550 175229975 ppf: 101 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Persons with profound and multiple learning disabilities as subjects of knowledge: Exploring the possibilities of empathy. aug: au: Skarsaune, Synne Nese affil: Centre of Diaconia and Professional Practice Misjonsmarka 12, VID Specialized University, Stavanger, Norway sug: subj: Persons with Intellectual Disabilities Psychosocial Factors Empathy Learning Disorders Communication Support, Psychosocial Funding Source Interpersonal Relations Ethnographic Research Emotions Human ab: Background: Persons with profound and multiple learning disabilities (PMLD) risk exclusion, both in research and as members of society. Because of their embodied communication, they face the challenges in being understood. Oftentimes, others speak on their behalf making inferences on what their perspective might be. Methods: Empathy is suggested as an approach to grasp the perspective of a person with profound and multiple learning disabilities through engaging with embodied communication. The account of empathy suggested by Stein will be unfolded through an ethnographic study including persons with profound and multiple learning disabilities and their professional supporters. Given this background, the intent is to discuss the potential empathy can have in recognising persons with these disabilities as subjects of knowledge. Findings and Conclusions: The characteristics of persons with profound and multiple learning disabilities provide energy to empathic situations in ways that advocate for the possibility of being recognised as subjects of knowledge. This is related to the competencies of the individual, ambiguous communication and the dependency relations in which they are involved. It is of utmost importance to respect the alterity of the other. Accessible summary: Persons with profound intellectual and multiple learning disabilities communicate without verbal words and depend on others. This might lead to their exclusion, and others talking on their behalf.Empathy is a way of trying to understand others. This can be a way to include persons with profound and multiple learning disabilities and their knowledge. Persons with profound and multiple learning disabilities have competencies and ways of being that might fuel empathy. This is connected to their feeling‐based and ambiguous communication and dependency. If professionals allow for the otherness of the person, empathy might contribute to recognising persons with profound and multiple learning disabilities as subjects of knowledge. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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