Browsing by Person "Ali, Leanne"

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Children with physical or intellectual impairments and mental wellbeing
(Routledge, 2022-06-22) Jones, Sian; Uytman, Clare; Ali, Leanne; Dalnoki, Laura; Kaliff, Alicia; Lola-Luz, Daphne; Mackintosh, Morvern; McCune, Amanda; Muir, William; Uusitalo, Kiia; Mahmud, Arif; Satchell, Liam
With increasing inclusive practice in UK schooling, school staff and children are now more likely to encounter people with differing disabilities. There is growing literature on good practice to promote the wellbeing of children with dis/abilities in the classroom. Here, we review that literature. This chapter first reviews the different frameworks that are used to understand the meaning of dis/ability, and how children themselves conceive dis/ability. Then, we look at the evidence linking disability-based bullying, and responses to it, to wellbeing. We then look at research on what “wellbeing” means to children with dis/abilities and how they would like to see their wellbeing supported. Finally, we consider wider issues around classroom participation and the representation of children with dis/abilities. We consider the actions that may be taken with these in mind to bolster the wellbeing of children with dis/abilities.
“It represents her in play” Parental Views on Commercial Toys that Represent Disability
(SAGE, 2024-02-28) Ali, Leanne; Jones, Sian
Toys representing disability are now commercially available, yet there has been limited exploration of parental perspectives on these toys. This study explored parents’ and carers’ views of toys that represented disability through a pre-registered online survey of N = 83 parents of children aged between 0 and 14 years old. In a repeated measures design, parents viewed images of commercially available toys. We measured their child’s previous direct contact with a disabled person, their perceived likelihood that their child would enjoy playing with that toy, and parents’ open-ended views on why they thought their child would or would not enjoy that toy. We found that significantly more parents of older disabled children and younger non-disabled children thought their child would choose to play with representative dolls. Open ended responses indicated that this finding may have occurred because parents of disabled children (vs. non-disabled children) valued the representation afforded by the toys. In this way, we show that parents value representation and accessibility particularly when they are a parent of a disabled child themselves. Our study highlights when parents may bring disability-representative toys into the toy box in ways that promote inclusion.
“It’s not OK to talk to anyone this way”: Responding to Disability-Based Hate Crime
(Pluto Journals, 2025-06-27) Jones, Sian; Uytman, Clare; Salminen, Laura; Dalnoki, Laura; Sartore, Valentina; Ali, Leanne; Monahan, Johnny; Bhuyan, Mohona; Csiffariova, Nikoleta; Kaliff, Alicia; Muir, William; Schintu, Daniela; UUsitalo, Kiia
Psychological research has highlighted national differences in responses to disability-based hate crime. However, there has been limited systematic exploration of the type of disability that is represented in hate crime scenarios, and of responses of disabled people . We surveyed N= 467 adults online, presenting them with disability-based hate crime scenarios. We systematically changed the disability of the hate crime target (deaf person or wheelchair user) across Hungary, Italy, Nordic countries, and the UK. We measured responses and intentions, direct contact with disabled people, identification as disabled, and reasons for their responses. Results showed cross-national differences, and higher helping intentions among disabled participants than non-disabled participants. Path analyses showed that anger and anxiety significantly mediated the association between direct contact with disabled people and helping intentions. Qualitative template analysis showed that intentions to help and avoid the incident from disabled and non-disabled people are motivated by a variety of reasons.
Parents' responses to toys representing physical impairment
(Emerald, 2020-06-26) Jones, Sian; Ali, Leanne; Bhuyan, Mohona; Dalnoki, Laura; Kaliff, Alicia; Muir, William; Uusitalo, Kiia; Uytman, Clare
This study aimed to look at parents’ perceptions of a number of different toy prototypes that represented physical impairments, and predictors of these perceptions. A correlational survey design was used. Parents of children aged 4-10 years who identified their child as having a disability (n = 160) and not as having a disability (n = 166) took part. They rated a number of prototypes for likelihood that their child would enjoy playing with them, and completed measures of their responses towards children with disabilities, and of their own, and their child’s, direct contact with people with disabilities It was found that, among parents of children who did not declare that their child had a disability, the more open the parents were towards disability, the more contact the children had with other children with disabilities,– and the more likely they were to consider that their child would like to play with a toy prototype representing a physical impairment. This pattern of results was not found among parents who identified their child as having a disability, where instead positive friendship intentions of parents mediated this association. These findings have implications for theories informing the positive benefits of disability representation. These findings indicate different paths through which parents might be moved to purchase toys that represent physical impairments for their children. This is the first study of the responses of parents to toys that represent physical impairments known to the authors.