The Right to Science: Centering People with Intellectual Disability in the Process and Outcomes of Science

Autor/in	Shogren, Karrie A.
Titel	The Right to Science: Centering People with Intellectual Disability in the Process and Outcomes of Science
Quelle	In: Intellectual and Developmental Disabilities, 61 (2023) 2, S.172-177 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9491
Schlagwörter	Science Education; Inclusion; Intellectual Disability; Civil Rights; Scientific Research; Attitudes toward Disabilities; Racism; Barriers + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Inklusion; Intellect; Disability; Disabilities; Verstand; Behinderung; Bürgerrechte; Grundrechte; Zivilrecht; Rassismus
Abstract	The right to science has been identified in multiple human rights treaties; however, there has not been a clear framework for how governments or research organizations can advance this right particularly ensuring equitable engagement of people with intellectual disability (ID) in the "process" of scientific research. Although the feasibility and impacts of engaging people with ID in the "process" of science have been repeatedly demonstrated there remain systemic barriers including ableism, racism, and other systems of oppression that sustain inequities. Researchers in the ID field must take steps to dismantle systemic barriers and advance participatory approaches that advance equity in the "process" and "outcomes" of science. (ERIC).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: https://meridian.allenpress.com/aaidd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01