the nature of leisure activities for people with the label of learning difficulties the nature of...
TRANSCRIPT
The nature of leisure activities The nature of leisure activities for people with the label of for people with the label of
‘learning difficulties’‘learning difficulties’ Paper Presented on Paper Presented on
5th Biennial Disability Studies Conference At 5th Biennial Disability Studies Conference At Lancaster University, UK, Lancaster University, UK,
7-9 September 20107-9 September 2010
Dr GHASEM NOROUZIDr GHASEM NOROUZI
Lecturer and Researcher in the filed of Psychology and Lecturer and Researcher in the filed of Psychology and Special Educational Needs, 58 Brightmore Drive, Sheffield, Special Educational Needs, 58 Brightmore Drive, Sheffield,
S3 7NH. Email: [email protected] or S3 7NH. Email: [email protected] or [email protected] [email protected]
This paper will be presented in This paper will be presented in the following sections:the following sections:
Introduction Introduction MethodologyMethodologyFindings Findings ConclusionConclusionReferencesReferences
Definition of leisureDefinition of leisure
Leisure as “free time…the Leisure as “free time…the amount of time we have amount of time we have available outside of work available outside of work or paid employment”or paid employment”
(Carr, 2004: 183)(Carr, 2004: 183)
Benefits of LeisureBenefits of Leisure
Increasing self-esteem, Increasing self-esteem, Self-confidence,Self-confidence, Social relationships,Social relationships, Friendships, Friendships, Emotional and psychological well-being,Emotional and psychological well-being, And physical health And physical health
(Murray, 2002; Fullagar & Owler, 1998; (Murray, 2002; Fullagar & Owler, 1998; Aitchison, 2003; and Carr, 2004). Aitchison, 2003; and Carr, 2004).
The characteristics of leisure for The characteristics of leisure for people with learning difficultiespeople with learning difficulties
People with learning difficulties frequently People with learning difficulties frequently go go shopping or to a café or pubshopping or to a café or pub (Ager et al, 2001). (Ager et al, 2001).
Most people with learning difficulties spent their Most people with learning difficulties spent their leisure time leisure time alonealone and that their and that their social social interaction is very lowinteraction is very low (Richardson et al, (Richardson et al, 1993: 433). 1993: 433).
Leisure activities are likely to be Leisure activities are likely to be passivepassive for for people with learning difficulties people with learning difficulties
(Cheseldine & Jeffreecited in Richardson et al, (Cheseldine & Jeffreecited in Richardson et al, 1993: 432). 1993: 432).
Methodology: Methodology: narrative narrative inquiryinquiry
Methods of data collection:Methods of data collection:
Oral history, Oral history, Letters, Letters,
Photographs, Photographs, Interviews, Interviews,
Field notes, Field notes, DocumentsDocuments
The informantsThe informants Six adultsSix adults who were identified by service who were identified by service
providers as having providers as having ‘learning difficulties’‘learning difficulties’ and and who had been living and working in Northtown who had been living and working in Northtown for many for many
The termThe term of ‘learning difficulties of ‘learning difficulties’ is used ’ is used in this research instead of other synonyms in this research instead of other synonyms such as ‘such as ‘learning disabilitieslearning disabilities’, ‘’, ‘intellectual intellectual impairmentimpairment’, ‘’, ‘development disabilitydevelopment disability’, ’, ‘‘intellectual disabilityintellectual disability’, ‘’, ‘mental mental retardationretardation’ ’
(Goodley & Van Hove, 2005: 18),(Goodley & Van Hove, 2005: 18),
Analysis of the data: Analysis of the data: thematicthematic analysis analysis
Most data that I analysed was the Most data that I analysed was the informants’ words which I was informants’ words which I was ‘coding, sorting, selecting, rejecting, ‘coding, sorting, selecting, rejecting, merging, interpreting and quoting’ merging, interpreting and quoting’
(Stalker, 1998: 12). (Stalker, 1998: 12).
Ethical issuesEthical issues
Gaining consentGaining consent and authorisation from and authorisation from informants and their parents/carersinformants and their parents/carers
Anonymity:Anonymity: information provided by information provided by informants should not reveal their identityinformants should not reveal their identity
Respecting privacy: Respecting privacy: I treated my I treated my informants based on the principles of informants based on the principles of veracity, privacy, confidentiality and veracity, privacy, confidentiality and fidelity. fidelity.
Findings:Findings:
The informants engaged in The informants engaged in 8080 different leisure activities.different leisure activities.
3737 of these activities were of these activities were pursued at home by the pursued at home by the informants informants
4343 were out of the parental were out of the parental home or homecare. home or homecare.
Type of leisure activities were Type of leisure activities were pursued at homepursued at home
Watching Watching TV; helping parents or the staff, and listening TV; helping parents or the staff, and listening to music were done by to music were done by all the six informants.all the six informants.
Writing, colouring and reading books were done Writing, colouring and reading books were done by by three informantsthree informants; ;
Playing games on computer Playing games on computer by two peopleby two people;;
Other activities were done Other activities were done by one informantby one informant..
Therefore, the stories support the findings of other research Therefore, the stories support the findings of other research (Richardson et al, 1993: 433) that (Richardson et al, 1993: 433) that most people with learning most people with learning difficulties spent their leisure time alonedifficulties spent their leisure time alone, and that their , and that their social interaction was very lowsocial interaction was very low. .
Type of leisure activities (43 activities) Type of leisure activities (43 activities) were pursued in the community were pursued in the community
Shopping, travelling and going on holiday Shopping, travelling and going on holiday were done were done by all the six informants;by all the six informants;
Physical activities Physical activities by five informants;by five informants;
Going to the local pub Going to the local pub by four informants;by four informants; Going to the Gateway Club, non-competitive Going to the Gateway Club, non-competitive
sports, going to the stadium to watch football sports, going to the stadium to watch football matches, and going to the cinema were done matches, and going to the cinema were done by three of the informants; by three of the informants;
The other activities were done The other activities were done by two or one by two or one informant.informant.
Out of the six informants Out of the six informants Robert SavageRobert Savage had had engaged with engaged with 23 leisure activities23 leisure activities out of the out of the
80 leisure80 leisure activities. activities. This was, perhaps, because as Ager et al (2001) This was, perhaps, because as Ager et al (2001)
argued, doing leisure activities for people with argued, doing leisure activities for people with learning difficulties require learning difficulties require a high degree of a high degree of personal autonomypersonal autonomy.. RobertRobert had high had high autonomy in autonomy in selecting his activities and organising his own selecting his activities and organising his own leisure activitiesleisure activities.. He stated He stated
““My family is also proud of me because My family is also proud of me because despite having Down’s syndrome I have lots despite having Down’s syndrome I have lots of activities to do…My mother said, ‘Paul, I’m of activities to do…My mother said, ‘Paul, I’m proud of you because you are very busy all proud of you because you are very busy all the time with your meetings for disabled the time with your meetings for disabled people, helping and supporting people with people, helping and supporting people with learning disabilities’”learning disabilities’”
The other five informants The other five informants had no autonomy in had no autonomy in their livestheir lives and most of the leisure activities and most of the leisure activities which they pursued in the community which they pursued in the community were were
organised by their families or carers.organised by their families or carers. For example, For example, Lisa WatkinsLisa Watkins was not allowed to go out was not allowed to go out
with anybody, so all the activities she followed out of with anybody, so all the activities she followed out of the home were with the home were with her parents and sisterher parents and sister. Lisa . Lisa
stated: stated:
““I go shopping with my sister on Saturday…I I go shopping with my sister on Saturday…I go to watch football matches at Northern town go to watch football matches at Northern town United Stadium sometimes with my dad and I United Stadium sometimes with my dad and I
like it. I like to visit restaurants as well… I like like it. I like to visit restaurants as well… I like going on holiday abroad with my family”. going on holiday abroad with my family”.
Most leisure activities of the six informants Most leisure activities of the six informants werewere passivepassive (for example listening to music, and (for example listening to music, and
watching TV).watching TV). However, it is worth noting that However, it is worth noting that Robert SavageRobert Savage and and
Sally JamesSally James had participated in the Special Olympics. had participated in the Special Olympics. Hence:Hence:
““Since 1993 I have won 25 medals at various Since 1993 I have won 25 medals at various distances including distances including 13 Gold13 Gold, , 6 Silver6 Silver and and 66 bronzesbronzes…I was a member of the England …I was a member of the England team, and I got a gold medal in Special team, and I got a gold medal in Special Olympics for the England team…I got most of Olympics for the England team…I got most of my medals in swimming, some in football, my medals in swimming, some in football, and running”.and running”.
(Robert Savage)(Robert Savage)
Conclusion Conclusion The stories showed that all the informants were excluded The stories showed that all the informants were excluded
from mainstream leisure activities. from mainstream leisure activities.
Firstly,Firstly, the the social settingsocial setting in which the informants had in which the informants had engaged with leisure activities engaged with leisure activities were were few and were few and were segregated settingssegregated settings like The Gateway Club. like The Gateway Club.
Secondly,Secondly, informants who had engaged with leisure informants who had engaged with leisure activity in the community activity in the community spent little time on their spent little time on their activitiesactivities.. For example Lisa Watkins went swimming for an For example Lisa Watkins went swimming for an hour a week.hour a week.
Thirdly,Thirdly, most leisure activities of the six informants most leisure activities of the six informants were were passivepassive
Fourthly,Fourthly, most leisure activities were most leisure activities were organised by their organised by their familiesfamilies who perceived their disabled who perceived their disabled children as children as ‘incompetent adults‘incompetent adults.’ .’
Overall, the stories showed that further on exclusion of Overall, the stories showed that further on exclusion of the informants from mainstream leisure, most of them the informants from mainstream leisure, most of them had very limited personal autonomy. Griffiths (Cited in had very limited personal autonomy. Griffiths (Cited in Lawson, 2003, 118) notes that personal autonomy is Lawson, 2003, 118) notes that personal autonomy is one of the important adults statuses. Why does one of the important adults statuses. Why does personal autonomy not apply to people with learning personal autonomy not apply to people with learning difficulties? Why do most parents decide what their difficulties? Why do most parents decide what their disabled children should do and where they should go? disabled children should do and where they should go? Theoretically, all disabled people are citizens and have Theoretically, all disabled people are citizens and have equal rights (DRC, 2004, PMSU 2005). However, the equal rights (DRC, 2004, PMSU 2005). However, the reality showed the opposite. Why are people with reality showed the opposite. Why are people with learning difficulties not accorded the full range of rights learning difficulties not accorded the full range of rights that other citizens have? A lot of evidence shows that that other citizens have? A lot of evidence shows that there are many ‘socio-structural and ideological there are many ‘socio-structural and ideological barriers to the exercise of full citizenship rights by barriers to the exercise of full citizenship rights by people with learning difficulties’ (Walmsley, 1991:219; people with learning difficulties’ (Walmsley, 1991:219; PMSU, 2005). They are seen as second class citizens PMSU, 2005). They are seen as second class citizens (Hughes, 2004: 64), and viewed as ‘less than’ other (Hughes, 2004: 64), and viewed as ‘less than’ other citizens in society (Hasler, 2004:232). Lawson citizens in society (Hasler, 2004:232). Lawson (2003:118) emphasises that the perception of non-(2003:118) emphasises that the perception of non-disabled people of people with learning difficulties as disabled people of people with learning difficulties as ‘forever children’ deny citizenship for these people in ‘forever children’ deny citizenship for these people in society. society.
The findings also highlighted that The findings also highlighted that membership in self-advocacy groupmembership in self-advocacy group is one is one
of the important methods of of the important methods of social inclusionsocial inclusion
““Working at the self-advocacy group is very important for me. I Working at the self-advocacy group is very important for me. I think the self-advocacy groups are important for all people with think the self-advocacy groups are important for all people with learning disabilities. Sometimes people aren’t treated the same as learning disabilities. Sometimes people aren’t treated the same as everyone else in the community so self-advocacy groups help us to everyone else in the community so self-advocacy groups help us to speak out for ourselves. To speak out for our rights. We don’t want speak out for ourselves. To speak out for our rights. We don’t want to be told what to do. We want to know about a lot of things then to be told what to do. We want to know about a lot of things then choose what we want for ourselves. We want to make our own choose what we want for ourselves. We want to make our own choices about jobs, where we live, holidays, relationships and choices about jobs, where we live, holidays, relationships and being ourselves. We want to have the chance to show that we can being ourselves. We want to have the chance to show that we can live and work and be a part of the community the same as live and work and be a part of the community the same as everyone else. We want to be important in our communities. We everyone else. We want to be important in our communities. We want to have independent lives. So, the self-advocacy group lets want to have independent lives. So, the self-advocacy group lets us speak out about everything in our lives like social life, us speak out about everything in our lives like social life, accommodation, employment, benefit, day services, education, accommodation, employment, benefit, day services, education, leisure activities and any issues for people with learning difficulties leisure activities and any issues for people with learning difficulties in society”. in society”.
(Robert Savage in Norouzi & Savage, 2005)(Robert Savage in Norouzi & Savage, 2005)
The stories showed that The stories showed that the other five informants the other five informants had no experiences of membership in any self-had no experiences of membership in any self-advocacy groupsadvocacy groups. Therefore, most informants . Therefore, most informants
were excluded from the benefit of involvement in were excluded from the benefit of involvement in
self-advocacy groups.self-advocacy groups. The stories highlighted that The stories highlighted that most informants had very most informants had very
limited choice and autonomy to control their own lives.limited choice and autonomy to control their own lives. Robert Savage however was relatively autonomous and Robert Savage however was relatively autonomous and had gained a lot of skills through working in self-had gained a lot of skills through working in self-advocacy groups. advocacy groups.
Perhaps, Perhaps, if Robert Savage had not been involved with if Robert Savage had not been involved with self-advocacy,self-advocacy, he would not be able to be as he would not be able to be as independent.independent. Therefore, the stories support the findings Therefore, the stories support the findings of the Goodley (2000, 2003) studies which highlighted of the Goodley (2000, 2003) studies which highlighted that self-advocacy had a significant role in the lives of that self-advocacy had a significant role in the lives of people with learning difficulties. people with learning difficulties.
ReferencesReferences Ager, A. Myers, F. & Kerr, P. (2001) Moving Home: Social integration for Ager, A. Myers, F. & Kerr, P. (2001) Moving Home: Social integration for
adults with intellectual disabilities resettling into community provision, adults with intellectual disabilities resettling into community provision, Journal of Applied Research in Intellectual Disabilities, 14, 392-400. Journal of Applied Research in Intellectual Disabilities, 14, 392-400.
Aronson, J. (1994) A Pragmatic View of Thematic Analysis, the Qualitative Aronson, J. (1994) A Pragmatic View of Thematic Analysis, the Qualitative Report, Vol. 2, No. 1, pp. 1-3. Report, Vol. 2, No. 1, pp. 1-3.
Carr, L. (2004) Leisure and Disabled People in J. Swain, S. French, C. Carr, L. (2004) Leisure and Disabled People in J. Swain, S. French, C. Barnes, and C. Thomas, (eds), Disabling Barriers-Enabling Environments. Barnes, and C. Thomas, (eds), Disabling Barriers-Enabling Environments.
London: Sage.London: Sage.
Chappell A. L., Goodley, D. & Lawthom, R. (2001) Making connections: the Chappell A. L., Goodley, D. & Lawthom, R. (2001) Making connections: the relevance of the social model of disability for people with learning relevance of the social model of disability for people with learning difficulties. British Journal of Learning Disabilities, 29, pp. 45-50. difficulties. British Journal of Learning Disabilities, 29, pp. 45-50.
Disability Rights Commission (2004) Code of Practice: Employment and Disability Rights Commission (2004) Code of Practice: Employment and Occupation, Disability Rights Commission. London: The Stationery Office. Occupation, Disability Rights Commission. London: The Stationery Office.
Fullagar, S. and Owler, K. (1998) Narratives of Leisure: recreating the self. Fullagar, S. and Owler, K. (1998) Narratives of Leisure: recreating the self. Disability and Society, Vol. 13, No. 3, pp. 441-450.Disability and Society, Vol. 13, No. 3, pp. 441-450.
Goodley, D. (2003) Against a politics of victimisation: disability culture and Goodley, D. (2003) Against a politics of victimisation: disability culture and self-advocates with learning difficulties in S. Riddell & N. Watson (eds) self-advocates with learning difficulties in S. Riddell & N. Watson (eds) Disability Culture and Identity. Edinburgh: Pearson Education LimitedDisability Culture and Identity. Edinburgh: Pearson Education Limited
Goodley, D. (2000) ‘Self-advocacy in the Lives of People with Learning Goodley, D. (2000) ‘Self-advocacy in the Lives of People with Learning Difficulties. Buckingham, Open University Press. Difficulties. Buckingham, Open University Press.
Goodley, D. (1996). Tales of Hidden Lives: A Critical Examination of Life Goodley, D. (1996). Tales of Hidden Lives: A Critical Examination of Life
History Research with People who have Learning Difficulties. Disability History Research with People who have Learning Difficulties. Disability and Society, 11 (3), 333-348.and Society, 11 (3), 333-348.
Goodley, D., Lawthom, R., Clough, P., & Moore, M. (2004) Researching Goodley, D., Lawthom, R., Clough, P., & Moore, M. (2004) Researching Life Stories Method, theory and analysis in biographical age, London: Life Stories Method, theory and analysis in biographical age, London:
RoutledgeFalmer. RoutledgeFalmer.
Hasler, F. (2004) Disability, Care, and Controlling Services in J. Swain, S. Hasler, F. (2004) Disability, Care, and Controlling Services in J. Swain, S. French, C. Barnes, and C. Thomas, (eds), Disabling Barriers-Enabling French, C. Barnes, and C. Thomas, (eds), Disabling Barriers-Enabling
Environments. London: Sage.Environments. London: Sage.
Hughes, B. (2004) Disability and the Body in J. Swain, S. French, C. Hughes, B. (2004) Disability and the Body in J. Swain, S. French, C. Barnes, and C. Thomas, (eds), Disabling Barriers-Enabling Barnes, and C. Thomas, (eds), Disabling Barriers-Enabling
Environments. London: Sage. Environments. London: Sage.
Lawson, H. (2003) Citizenship education for pupils with learning Lawson, H. (2003) Citizenship education for pupils with learning difficulties: towards participation? Support for Learning. Vol. 18, No. 3, difficulties: towards participation? Support for Learning. Vol. 18, No. 3,
pp. 117-122.pp. 117-122.
Murray, P. (2002) Hello! Are you listening? Disabled teenagers’ Murray, P. (2002) Hello! Are you listening? Disabled teenagers’ experience of access to inclusive leisure. Joseph Rowntree Foundation experience of access to inclusive leisure. Joseph Rowntree Foundation
by York Publishing Services Ltd. by York Publishing Services Ltd.
Norouzi, G. & Savage, P. (2005) My life, my work, my self-advocacy in D. Norouzi, G. & Savage, P. (2005) My life, my work, my self-advocacy in D. Goodley & G. Van Hove (Eds) Another Disability Studies Reader? People Goodley & G. Van Hove (Eds) Another Disability Studies Reader? People with learning difficulties and a disabling world, Belgium: Garant, pp. 169-with learning difficulties and a disabling world, Belgium: Garant, pp. 169-184. 184.
Norouzi, G. (2006) Employment opportunities for adults with the label of Norouzi, G. (2006) Employment opportunities for adults with the label of ‘Learning Difficulties in England’ Ph-D Thesis, Sheffield University, UK. ‘Learning Difficulties in England’ Ph-D Thesis, Sheffield University, UK.
PMSU (Prime Minister’s Strategy Unit) (2005) Improving the life chances of PMSU (Prime Minister’s Strategy Unit) (2005) Improving the life chances of disabled people: Final report, London: PMSU. disabled people: Final report, London: PMSU.
Richardson, S. A. Katz, M. & Koller, H. (1993) Patterns of Leisure Activities Richardson, S. A. Katz, M. & Koller, H. (1993) Patterns of Leisure Activities of Young Adults With Mild Mental Retardation. American Journal on Mental of Young Adults With Mild Mental Retardation. American Journal on Mental Retardation. Vol. 97, No. 4, pp. 431-442. Retardation. Vol. 97, No. 4, pp. 431-442.
Stalker, K. (1998) Some Ethical and Methodological Issues in Research Stalker, K. (1998) Some Ethical and Methodological Issues in Research with People with Learning Difficulties, Disability & Society, Vol. 13, No. 1, with People with Learning Difficulties, Disability & Society, Vol. 13, No. 1, pp. 5-19. pp. 5-19.
Walmsley, J. (1991) ‘Talking to Top People’: some issues relating to the Walmsley, J. (1991) ‘Talking to Top People’: some issues relating to the citizenship of people with learning difficulties, Disability & Handicap & citizenship of people with learning difficulties, Disability & Handicap & Society, Vol. 6, No. 3, pp. 219-231. Society, Vol. 6, No. 3, pp. 219-231.
