1. ILN-workshop 2005Dóra S. Bjarnason 26th of March 051 Social Construction of Disabled Adulthood n Background n Method n Themes n Discussion

2. ILN-workshop 2005Dóra S. Bjarnason 26th of March 052 Two questions What do the young disabled adults, their parents, teachers and friends, believe hinders them most in pursuing their learning, work or participating in society as adults? What are the young disabled peoples’ hopes and expectations for their future as adult members of society?

3. ILN-workshop 2005Dóra S. Bjarnason 26th of March 053 Goales of the study Make visible the important, but not always acknowledged, perspective of young disabled people about their own situation and future posibilities as adults Explain how choices made by parents and children through childhood and adolescence impact their situation as young disabled adults Explore how parents, professionals, and the young disabled persons’social relationships play an important role in framing their experiences and their expectations about adulthood

4. ILN-workshop 2005Dóra S. Bjarnason 26th of March 054 Three “new” questions What does it mean to be an adult with disabilities in Iceland? How do young people see themselves reach that milestone when they have significant imparements, and how do they negotiate adult status? How is the adulthood achieved by young people with disabilities related to the parenting they receive, including parents’ actions, choices, social status and approach to social service bureaucracy? Does the role of parents’ influence vary according to the young person’s age, type of disability label and need for support?

5. ILN-workshop 2005Dóra S. Bjarnason 26th of March 055 Modes of Inquiry Sample Interviews Interpretation

6. ILN-workshop 2005Dóra S. Bjarnason 26th of March 056 Three Dimentions of Adulthood The Personal Dimension The Cultural Dimention The Familial Dimention From: Ferguson, D. L. and Ferguson P. M. 1996 “Communicating Adulthood”. In Topics of Language Disorders 16,3:52-67

7. ILN-workshop 2005Dóra S. Bjarnason 26th of March 057 Adulthood -Social Construction The status of adulthood is most often correctly assumed as part of a tacit exchange of complex information through the interactive elements of language, social context and cognitive interpretation of relevant information about age (e.g. the appearance, voice, size and so forth).” Bates 1975

8. ILN-workshop 2005Dóra S. Bjarnason 26th of March 058 Findings Two roads and the social construction of adulthood with a difference: Group A in the mainstream Group C in the special world of disabled people The Nomads in the wasetland, group B in a limbo

9. ILN-workshop 2005Dóra S. Bjarnason 26th of March 059 Group A Group B Inclusive schooling Self advocates Friends both disabled and non disabled Fatalistic / Accepting Disabled friends only or paid friends/ relatives All types of schooling Advocate and fatalistic Reach adulthood slowly, but surely or die Difficult to accept adulthood as applying to self or struggle to get there by steeple-chase and sheer will With exceptions: They think of themselves as much younger Group C Special school / class No friends or “Hi-friends” only. Jump between the two worlds belonging to neither

10. ILN-workshop 2005Dóra S. Bjarnason 26th of March 0510 Discussion 1. What is the difference between the social construction of typical young adulthood and that of young disabled adulthood? 2. Is it possible to gain normative adult status if you have disabilities? 3. How do parents, professionals / teachers and the youth’s wider social network help or hinder their transition towards adulthood? 4. What are the roles and statuses available to disabled adults?

11. ILN-workshop 2005Dóra S. Bjarnason 26th of March 0511 Allies and Gatekeepers n Parents n Teachers n Other Professionals and Staff n Friends

12. ILN-workshop 2005Dóra S. Bjarnason 26th of March 0512 Peter Pan or Adulthood with a Difference and the Quality of Life