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Navigating Adulthood with Disabilities: Insights from New Voices in Iceland

This study delves into the social construction of adulthood for young disabled individuals in Iceland, exploring their challenges, hopes, and the influence of parenting. Through interviews and interpretation, it uncovers the unique paths to adulthood taken by different groups, shedding light on the roles of parents, professionals, and society in this transition. With a focus on the personal, cultural, and familial dimensions of adulthood, the research questions traditional notions of adulthood and advocates for inclusive approaches. Learn how young disabled adults negotiate their identities and aspirations amidst societal expectations.

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Navigating Adulthood with Disabilities: Insights from New Voices in Iceland

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  1. New Voices in Iceland:From Peter Pan to an Adulthood with a Difference • Background • Method • Themes • Discussion Dóra S. Bjarnason

  2. Modes of Inquiry • Sample • Interviews • Interpretation Dóra S. Bjarnason

  3. ? ? 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? Dóra S. Bjarnason

  4. 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 disabilities, 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 supports? Dóra S. Bjarnason

  5. 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 Dóra S. Bjarnason

  6. 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 Wasetland Group B in a limbo Dóra S. Bjarnason

  7. Parenting 2 & 3 Parenting 1 Parenting 4 Group B Group A Group B All types of schooling Inclusive schooling Special school / class • Jump between • the two worlds • belonging to neither • Advocate and fatalistic • No friends or • “Hi-friends” • only. Self advocates Fatalistic / Accepting Disabled friends only or paid friends/ relatives Friends both disabled and non disabled Difficult to accept adulthood as applying to self or struggle to get there by steeple-chase and sheer will Reach adulthood slowly, but surely or die With exceptions: They think of themselves as much younger Dóra S. Bjarnason

  8. 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 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? Dóra S. Bjarnason

  9. 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 Dóra S. Bjarnason

  10. Allies and Gatekeepers • Parents • Teachers • Other Professionals and Staff • Friends Dóra S. Bjarnason

  11. Peter Pan – Adulthood with a Difference and the Quality of Life Dóra S. Bjarnason

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