Uppeldi og menntun - 01.07.2014, Blaðsíða 40

Uppeldi og menntUn/icelandic JoUrnal of edUcation 23(2) 201440
má ég fá að ráða mínU eigin l ífi ?
was justified with the argument that due to their impairment they were not capable
of developing their individual autonomy. However, the theoretical foundation of this
research, i.e. the Nordic approach to disability and relational autonomy argues that
all people exist in relation to other people and therefore it is important to examine
how individual autonomy is developed through interactions with people and envi-
ronment. From these ideas and the findings of our research we conclude that staff
and family members are influential in the actualization of the research participants’
individual autonomy. The article demonstrates how attitudes toward people with in-
tellectual disabilities have improved over the last decade and seem less protective and
paternalistic. In spite of these positive results, however, numerous examples demon-
strated that the assistance which the research participants received in their homes was
characterised by many institutional practices and they were often met with belittling
views. Thus, the research indicates that the domestic help people with intellectual dis-
abilities receive often has institutional qualities and they are often met with disparag-
ing perspectives from staff and family members. Besides, many did not have access
to important information needed to develop their individual autonomy and indepen-
dence, including making their own choices. The research findings suggest that people
with intellectual disabilities can, with appropriate support, develop individual au-
tonomy and make their own choices. Furthermore, the research findings demonstrate
that people with intellectual disabilities often lack information about social opportu-
nities and also about their rights which can make it difficult to make choices or fight
for their rights. It is too simplistic to focus on the individual and her or his abilities or
impairment when seeking explanations for their lack of access to information. Access
to relevant information on which to base their choices and decisions is, according to
the idea of relational autonomy, also the responsibility of professionals and family
members and, as stated in the Convention on the Rights of Persons with Disabilities, those
who work with disabled people should be aware of how their perspectives and prac-
tices influence individual autonomy and social participation.

Keywords: Autonomy, private life, people with intellectual disabilities
ABOUt tHE AUtHOrs
Gudrun V. Stefansdottir (gvs@hi.is) is an associate professor in disability studies at the
University of Iceland, School of Education. She completed a Ph.D. from the University
of Iceland, Faculty of Social Sciences in 2008. Her research has been in the field of
disability studies focusing on the life experiences, history, education and autonomy
of disabled people.
Kristin Bjornsdottir (kbjorns@hi.is) is an assistant professor in disability studies at the
University of Iceland, School of Education. She earned a doctoral degree in disability
studies from the University of Iceland, School of Social Sciences in 2009. Her research
focus is on the lives and experiences of disabled people and the interplay of disability,
culture and society.