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  • 1.
    Björquist, Elisabet
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy. Department for Social and Behavioral Studies, University West, Trollhättan, Sweden.
    Persson, Stina
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy. Department for Social and Behavioral Studies, University West, Trollhättan, Sweden.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy. Department for Social and Behavioral Studies, University West, Trollhättan, Sweden.
    ‘There is a fear of not being SUPER knowledgeable’: social workers striving to enhance children’s participation in the assessment process for disability support2024In: European Journal of Social Work, ISSN 1369-1457, E-ISSN 1468-2664, p. 1-13Article in journal (Refereed)
    Abstract [en]

    There is a need for more knowledge about how to enhance children’s participation in the assessment process when applying for support in accordance with the Swedish Disability Act (SDA). Here, Augmentative and Alternative Communication (AAC) has been highlighted as a successful way of letting children have a say in matters that concern their everyday lives. This study examines, from social workers’ perspectives, how increased participation can be made possible for children with disabilities during the process of decision-making and planning for support. Based on focus group interviews (N = 17) and individual interviews (N = 11) the findings reveal that the social worker shows a readiness to listen to children’s voices. However, they experience a range of both facilitating, but predominantly complicating, factors when meeting with the child and their parents. It is argued that the social workers’ professional discretion to some extent is influenced by the prevailing organisational culture, where a permissive work climate and proactive leadership are attributed great importance.

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  • 2.
    Björquist, Elisabet
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Persson, Stina
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    ‘There is a fear of not being SUPER knowledgeable’–social workers striving to enhance children’s participation in the assessment process for disability support;: 'Det finns en rädsla att inte vara SUPER kunnig’–Om socialarbetares strävan för att öka barns delaktighet i utredningsprocessen om stödinsatser enligt LSS]2024In: European Journal of Social Work, ISSN 1369-1457, E-ISSN 1468-2664Article in journal (Refereed)
    Abstract [en]

    There is a need for more knowledge about how to enhance children’s participation in the assessment process when applying for support in accordance with the Swedish Disability Act (SDA). Here, Augmentative and Alternative Communication (AAC) has been highlighted as a successful way of letting children have a say in matters that concern their everyday lives. This study examines, from social workers’ perspectives, how increased participation can be made possible for children with disabilities during the process of decision-making and planning for support. Based on focus group interviews (N = 17) and individual interviews (N = 11) the findings reveal that the social worker shows a readiness to listen to children’s voices. However, they experience a range of both facilitating, but predominantly complicating, factors when meeting with the child and their parents. It is argued that the social workers’ professional discretion to some extent is influenced by the prevailing organisational culture, where a permissive work climate and proactive leadership are attributed great importance.  

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    fulltext
  • 3.
    Bolin, Anette
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Epilog: Socialpedagogisk handling: förutsättningar, utmaningar och möjligheter2018In: Socialpedagogisk handling: i teori och praktik / [ed] Martin Molin & Anette Bolin, Trollhättan: Högskolan Väst , 2018, p. 185-188Chapter in book (Other academic)
  • 4.
    Borgström, Åsa
    et al.
    Göteborgs universitet, Institutionen för socialt arbete.
    Daneback, Kristian
    Göteborgs universitet, Institutionen för socialt arbete.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Young People with Intellectual Disabilities and Social Media: A Literature Review and Thematic Analysis2019In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 21, no 1, p. 129-140Article, review/survey (Refereed)
    Abstract [en]

    Background: The aim of this review is to identify and analyse the research findings in the field of young people with intellectual disabilities and social media.Method: Twelve peer-reviewed papers published in well-established and recognized journals between 2001 and 2017 were identified from electronic database searches (Web of Science, Scopus and Google Scholar), the Internet (Facebook) and correspondence with experts.Results: Six topics were identified through thematic analysis of the texts: opportunities, risk and vulnerability, sexuality, identity, barriers and support.Conclusion: The latest research on young people with intellectual disabilities is characterized by issues of risk, vulnerability and support. The concept of positive risk-taking is suggested for the development of methodological approaches in practice and research. Furthermore, vulnerability, online and offline activities and identity formation should be examined more closely, and there is a call for new research methods in this area, for example observations and netnography.

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  • 5.
    Chadwick, Darren
    et al.
    School of Psychology, Liverpool, John Moores University, Liverpool (GBR).
    Richards, Cameron
    Dudley Voices for Choice, Dudley (GBR).
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Strnadová, Iva
    School of Education and Disability Innovation Institute University of New South Wales, Sydney (AUS).
    Digital inclusion and people with learning disabilities2023In: British Journal of Learning Disabilities, ISSN 1354-4187, E-ISSN 1468-3156, Vol. 51, no 2, p. 119-124Article in journal (Refereed)
    Abstract [en]

    Accessible Summaries for the whole journal:

    The digital inclusion of people with learning disabilitiesis an important topic because more of our lives arespent using technology and being online.

    Articles in this special issue talk about the digitalinclusion of people with learning disabilities. We look attheir experiences and the experiences of other peoplein their lives.

    The articles talk about how people with learningdisabilities use technology and the things that helpand  stop  people  from  using  the  internet  andtechnology.

    The articles also talk about how using technologyhelped a lot of people during the coronavirus dis-ease 2019 pandemic.

    The articles talk about how people with learningdisabilities need choices, opportunities, support andtraining to make digital inclusion happen so they canuse technology like everybody else.

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  • 6. Ineland, Jens
    et al.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology. University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Sauer, Lennart
    Discursive tensions in late modern society: on education and work for people with intellectual disabilities2015In: European Journal of Social Education, ISSN 1810-4789, Vol. 26/27, p. 118-136Article in journal (Refereed)
    Abstract [en]

    The article problematizes the way late modern society has contributed to discursive tensions in the welfare state services for people with intellectual disabilities in Sweden. We illustrate how disability practices, such as educational systems and work-life arrangements for people with intellectual disabilities, are characterized by an institutional ambiguity following the institutional logic of the welfare state. By relating to a broader societal perspective, it is argued that the choices of lifestyle among young people with intellectual disabilities are closely linked to the notion of late modern society and its demands for flexibility and constant re-creation of identities. This paradox highlights a challenge for special programme schools as well as disability care organizations, since the dual identity of belonging to both the client category and to an identity constructed through belonging to the civil society characterizes the young generation of persons with intellectual disabilities. 

  • 7.
    Ineland, Jens
    et al.
    Umeå University, Department of Education, Umeå.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sauer, Lennart
    Umeå University, Department of Social Work,Sweden.
    Handling Plurality and Dealing with Difficult Work Experiences: A Comparative Study of Human Service Professionals’ Work with Individuals with Intellectual Disabilities2018In: Journal of Policy and Practice in Intellectual Disabilities, ISSN 1741-1122, E-ISSN 1741-1130, Vol. 15, no 1, p. 36-42Article in journal (Refereed)
    Abstract [en]

    This article examines how administrators in social services (n = 70) and habilitation staff in healthcare (n = 40) in Sweden experience difficulties in their work with people with intellectual disabilities. The research aim was to investigate the most typical aspects of difficult working situations and to apply a comparative analysis of differences and similarities, where the respondents' organizational affiliations are taken into account. The results are primarily based on a content analysis. Contextual standardized questions were included in this study. The results revealed that experiences of difficulties were categorized in four typological themes: difficult situations associated with (1) structure, (2) professional role, (3) relationships, and (4) collaboration. The respondents' experiences of difficult situations in social services and healthcare organizations did not correspond to the respondents' work dissatisfaction or unclear goals. On the contrary, handling this plurality within a specific organizational context was a fundamental aspect of professionalism. The different characteristics of the organizations in this study reflected two different institutional logics. While the administrators mainly operated within an administrative logic based on a regulatory framework, the habilitation staff operated within a therapeutic logic based on a cognitive framework. Consequently, the two groups had their own specific norms and rule systems, which influenced when, and to what extent, everyday situations were experienced and defined as difficult. The organizational context seems to influence experiences of difficult situations in the work with people with ID and this calls for a discussion of how it impacts the quality of services within intellectual disability services.

  • 8.
    Ineland, Jens
    et al.
    Department of Education, Umeå University, Umeå.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Sauer, Lennart
    Department of Social Work, Umeå University, Umeå.
    Intellektuell funktionsnedsättning, samhälle och välfärd2019 (ed. 3)Book (Other academic)
  • 9.
    Ineland, Jens
    et al.
    Umeå universitet.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sauer, Lennart
    Umeå universitet.
    Normalitet och identitet i det senmoderna: om personer med intellektuella funktionshinder i relation till utbildning och arbete2013In: Socialvetenskaplig tidskrift, ISSN 1104-1420, E-ISSN 2003-5624, no 1, p. 53-70Article in journal (Refereed)
    Abstract [sv]

    Artikeln diskuterar och problematiserar de erfarenheter som unga vuxna personer med intellektuella funktionshinder ger uttryck för i relation till en organisatorisk och samhällelig kontext. En utgångspunkt i artikeln är spänningsförhållandet mellan funktionshinderpolitikens institutionella logik och de idéer, identiteter och föreställningar om framtiden som kommer till uttryck hos unga vuxna personer med intellektuella funktionshinder. Vi relaterar till ett bredare samhällsperspektiv och argumenterar för att nya livsstilsanspråk är nära förknippade med föreställningen om det senmoderna samhället och dess ökade krav på flexibilitet och ständigt återskapande av identiteter.

  • 10. Ineland, Jens
    et al.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sauer, Lennart
    Utvecklingsstörning, samhälle och välfärd2013 (ed. 2)Book (Other academic)
    Abstract [sv]

    1. Framväxten av en politik kring funktionshinder --

    2. Välfärdsarbetets organisatoriska villkor --

    3. Teoretiska perspektiv på utvecklingsstörning --

    4. Skola och utbildning --

    5. Arbetsliv och sysselsättning --

    6. Familjeliv och föräldraskap --

    7. Boende och fritid --

    8. Internet och sociala medier --

    9. Utvecklingsstörning och hälsa --

    10. Bemötandets etik i arbete med personer med utvecklingsstörning --

    11. Framtida utmaningar 

  • 11. Ineland, Jens
    et al.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sauer, Lennart
    Utvecklingsstörning, samhälle och välfärd2009 (ed. 1)Book (Other academic)
  • 12.
    Ineland, Jens
    et al.
    Umeå University, Department of Education,Umeå.
    Sauer, Lennart
    Umeå University, Department of Social Work, Umeå.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Sources of job satisfaction in intellectual disability services: a comparative analysis of experiences among human service professionals in schools, social services, and public health care in Sweden2018In: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532, Vol. 43, no 4, p. 421-430Article in journal (Refereed)
    Abstract [en]

    Background The research aim of this study was to analyse aspects of job satisfaction in daily work with people with intellectual disability (ID) in schools, social services and health care. Method With a comparative approach we collected data via a digital questionnaire with in total 333 respondents. The empirical material was analysed through a thematic content analysis. Results The result showed that perceptions of job satisfaction could be differentiated into five typological categories: (1) the target group; (2) social rewards; (3) social relations; (4) professional core mission; and (5) results and outcomes. The findings also showed apparent differences in responses, both in terms of frequency and content, which seem to be associated with the respondents' organisational affiliations. Conclusion This study suggests that differences in experiences seem to be associated with work assignments, professional identities and organisational affiliation

  • 13. Löfgren-Mårtenson, Charlotta
    et al.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    "Tangled up in blue": Views of parents and professionals on internet use for sexual purposes among young people with intellectual disabilities2015In: Journal of Sexual Medicine, ISSN 1743-6095, E-ISSN 1743-6109, Vol. 12, no suppl 5, SI, p. 347-347Article in journal (Refereed)
  • 14. Löfgren-Mårtenson, Lotta
    et al.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Del@ktig på internet: om internetanvändande bland unga med intellektuell funktionsnedsättning2016In: Socialt arbete och internet: att förstå och hantera sociala problem på nya arenor / [ed] Kristian Daneback & Emma Sorbring, Stockholm: Liber, 2016, 1, p. 47-59Chapter in book (Other academic)
  • 15.
    Löfgren-Mårtenson, Lotta
    et al.
    Malmö University, Centre for Sexology and Sexuality Studies, Nordenskiöldsgatan 8, Malmö, Sweden.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Experiences of the Internet, Sexuality and Intellectual Disability among Parents and Professionals2015Conference paper (Other academic)
  • 16.
    Löfgren-Mårtenson, Lotta
    et al.
    Malmö Universitet, Malmö, Sverige.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    H@ssles and Hopes on the Internet: What Professionals Have Encountered in Dealing with Internet Use and Sexuality among Youths with Intellectual Disabilities2018In: Papers of Social Pedagogy, E-ISSN 2392-3083, Vol. 8, no 1, p. 66-82Article in journal (Refereed)
    Abstract [en]

    This study aims to provide more in-depth knowledge about professionals' views regarding Internet use among youths with intellectual disability (ID). How do the professionals describe the abilities of the youths with ID when using the Internet for social, romantic, and sexual reasons? What kinds of experiences do the professionals have of these youths' Internet usage, and how do they talk about their ways of dealing with this? In what ways do the professionals describe their own competence regarding Internet usage among youths with ID aged 16-21 years, and do they express the need for any specific tools? Qualitative research interviews were conducted with 17 professionals, 4 males and 13 females, between the ages of 29 and 58. The professionals described challenges with the youths' various emotional and intellectual abilities, as well as their technical knowledge in relation to Internet use. The results highlight three themes: A two-fold usage, Between being controlling and permissive, and A lack of strategies. The article discusses the development of a 'Participation-script', where a continuous dialogue with the youths with ID exists parallel to a restrictive Net-script. We argue that everyday school situations concern joint decision-making between professionals and pupils with ID. Such an approach to participation is based on relationships, that is, oriented towards the self-understanding and individual agency of youths with ID, as well as to the self-understanding of the professionals involved in the lives of youths with ID.

  • 17.
    Löfgren-Mårtenson, Lotta
    et al.
    Malmö University, Centre for Sexology and Sexuality Studies, Nordenskiöldsgatan 8, Malmö, Sweden.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    "Tangled Up in Blue" (T@ngled): Views of Parents and Professionals on Internet Use for Sexual Purposes Among Young People with Intellectual Disabilities2015In: Sexuality and disability, ISSN 0146-1044, E-ISSN 1573-6717, Vol. 33, no 4, p. 533-544Article in journal (Refereed)
    Abstract [en]

    This study aim to examine parents' and professionals' views on the usage of Internet for love and sexual purposes among young people with intellectual disabilities (18-€“20 years) in Sweden. Five semi-structured focus group interviews were conducted with professionals (n = 8) working on special programmes in upper secondary schools and with parents (n = 5). The interviews were analysed with thematic analysis and the theory of sexual scripts were guiding the process. The results show that the Internet is seen as a social arena with complex challenges; for love and sexuality, for sexual conduct, and for sexual risk and opportunities. Young people with intellectual disabilities are looked upon as more vulnerable than other youth. However, the result also show that parents view the risk of their adolescent of being lonely as greater than the risk of being abused or mislead. A Net-script consisting of rules is geared towards the young people with intellectual disability. Nevertheless, a change to a more flexible and nuanced Net-script is shown while the group of young persons with intellectual disabilities are seen as more heterogeneous than earlier. In-depth knowledge about parents’ and professionals’ perspectives on the Internet and sexuality is important since the young people live in a dependency situation towards their surroundings. In addition, the surroundings’ attitudes and behaviour are essential for the young peoples’ access of support and opportunities to develop their own capacity and to experience love and sexuality. © 2015, Springer Science+Business Media New York.

  • 18.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Analysen av tillhörighet: en socialpedagogisk utmaning2008In: Meningsskapande och delaktighet: om vår tids socialpedagogik, Göteborg: Daidalos , 2008, p. 145-168Chapter in book (Other (popular science, discussion, etc.))
  • 19.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Att vara i särklass: om delaktighet och utanförskap i gymnasiesärskolan2004Doctoral thesis, monograph (Other academic)
  • 20.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Delaktighet i olika världar: om vuxenblivande och identifikationsprocesser hos unga vuxna med särskolebakgrund2018In: Barn- och ungdomsvetenskap: grundläggande perspektiv / [ed] Johansson, Thomas & Sorbring, Emma, Stockholm: Liber, 2018, p. 515-528Chapter in book (Other academic)
  • 21.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Delaktighet i olika världar: om övergången mellan gymnasiesärskola och arbetsliv2008Report (Other (popular science, discussion, etc.))
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  • 22.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Delaktighet inom handikappområdet: en begreppsanalys2004In: Delaktighetens språk / [ed] A Gustavsson, Lund, 2004, p. 272-283Chapter in book (Other academic)
  • 23.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Delaktighet och gemenskap på internet: om webbaserade gemenskapers betydelse för identifikationsprocesser hos ungdomar i gymnasiesärskolan2013In: Gemenskaper: socialpedagogiska perspektiv / [ed] Eriksson, Lisbeth, Nilsson, Gunilla & Svensson, Lars A, Göteborg: Daidalos, 2013, p. 237-260Chapter in book (Other academic)
  • 24.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Framväxten av ett socialpedagogiskt delaktighetsbegrepp2018In: Socialpedagogisk handling: i teori och praktik / [ed] Martin Molin & Anette Bolin, Trollhättan: Högskolan Väst , 2018, p. 19-47Chapter in book (Other academic)
  • 25.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Intellectual disabilities and processes of belonging in the borderland between civil and welfare state arenas2010In: Learning to fly: social pedagogy in a contemporary society / [ed] Eriksson, Lisbeth, Winman, Thomas, Göteborg: Daidalos , 2010, p. 202-223Chapter in book (Other academic)
  • 26.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Parents and Teachers Views on Internet and Social Media Usage by Pupils with Intellectual Disabilities2015In: Nordic Network on Disability Research (NNDR) 13th Research Conference, May 6-8, 2015, Bergen, Norway, 2015Conference paper (Other academic)
  • 27.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Particip@tion on Internet? (Participation): Pupils with intellectual disabilities and identification processes on Internet2015In: Paper presentation at International Cyberspace Conference 2015, 27-28 nov, 2015, Brno, Czech Republic., 2015Conference paper (Other academic)
  • 28.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    The emerging concepts of participation and belonging in social pedagogy2020In: Papers of Social Pedagogy, Vol. 13, no 1, p. 9-33Article in journal (Refereed)
    Abstract [en]

    During the last few decades, the concepts of participation and belonging has frequently beenused within the social welfare field in general, and within the field of disability researchspecifically. Additionally, in Scandinavia the concept of participation has become increasinglyused in social work and social pedagogy programmes at universities. However, there's ratherlittle known about how participation can be understood and related to social pedagogy, sincethe concept has a broad range of meanings, e.g. a sense of belonging. This paper aims to identifyand discuss understandings of participation and belonging with relevance for social work andsocial pedagogy. Empirical illustrations have been gathered with ethnographical methods andanalysed in accordance with an interpretive tradition. It is argued that the concept ofparticipation can be attributed to different meanings in different ideological, theoretical, andinstitutional practice contexts (e.g. schools that offer special needs programmes, the transitionto working life, online social networking). Consequently, it's a challenge to provide adequatedefinitions of the concept. The inference drawn is that the aspect of belonging as it relates tosocial participation can be attributed to its particular importance for social pedagogy. Animplication for professional practice is the need to pay attention to alternative identificationsthat are not based on notions of a stable, constant sense of belonging to a categorical group.

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    fulltext
  • 29.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Tillhörigheter och funktionshinder i det civila samhället2014In: Att förstå ungdomars identitetsskapande: en inspirations- och metodbok / [ed] Sorbring E., Andersson, Å. & Molin, M., Stockholm: Liber, 2014, 1, p. 44-68Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet beskrivs civilsamhället som kontext och vilken roll denna kontext har speciellt för ungdomar som har erfarenhet av särskolebakgrund.

  • 30.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    "Vi behöver ingen utbildning - vi får jobb  ändå!": om självbilder hos ungdomar med särskolebakgrund2008In: Ung på 2000-talet: perspektiv på ungdomars vardag, Trollhättan: Högskolan Väst , 2008, p. 149-168Chapter in book (Other academic)
  • 31.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Bolin, Anette
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Den socialpedagogiska handlingsdimensionen: centrala begrepp2018In: Socialpedagogisk handling: i teori och praktik / [ed] Martin Molin & Anette Bolin, Trollhättan: Högskolan Väst , 2018, p. 10-18Chapter in book (Other academic)
  • 32.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Bolin, AnetteUniversity West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Socialpedagogisk handling: i teori och praktik2018Collection (editor) (Other academic)
    Abstract [en]

    This anthology describes and discusses what characterizes social pedagogical action in theory and practice. Initially a brief introduction to some common ways of theoretically approaching the concept of action will be provided, but with particular focus on the importance of the act in social pedagogy. After that, seven chapters will follow written by colleagues (in some cases accompanied by representatives of social pedagogue practitioners) at the Department of Social Work and Social Pedagogy at the University West in Trollhättan, Sweden. The authors, presented in more detail in connection with each chapter, have long experience of teaching at the Social Pedagogical Program and researching questions with relevance of social pedagogy. The seven chapters give the reader different perspectives on "social pedagogical action" with a stamp in the respective authors' field of interest. In this way there is an exhibition of several social pedagogical arenas that can fertilize each other in different ways. The various chapters also represent, to some extent, social education such as research, education and practice. In the introduction of anthology, an overview is given of the contents of the seven chapters' contributions. Finally, the editors of the anthology reflect on the conditions, challenges and opportunities that are required for organizing social pedagogical action.

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  • 33.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Gustavsson, A.
    Delaktighet: ideologi och teori2019In: Omsorgsboken: möjligheter och svårigheter vid intellektuell funktionsnedsättning, Stockholm: Liber, 2019, 6, p. 261-272Chapter in book (Other academic)
  • 34.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Gustavsson, Anders
    Stockholm universitet.
    Belonging and multidimensional self-expectations: Transition from upper secondary special programmes to working life for pupils with intellectual disabilities in Sweden2009In: La nouvelle revue de l'adaptation et de la scolarisation, ISSN 1957-0341, Vol. 48, no 4, p. 255-265Article in journal (Refereed)
    Abstract [en]

    In this article we review current research – some of our own and others – on the transition between school and work for young people with intellectual disabilities in Sweden. Two main paths of transition are identified. The first is an introduction to the special needs system of work and occupation within the Swedish welfare state, a continuation of the special needs programme that pupils with intellectual disabilities attend in Sweden. The second path of transition includes more complex self-expectations and belongings both in the special need system and more ordinary life and work. Both paths are discussed in relation to current research and welfare policy. Here, we draw on recent theoretical development in relation to concepts like multidimensional identifications and mixed identities in the fields of international migration and ethnic relations.

  • 35.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Gustavsson, Anders
    Stockholms universitet.
    Delaktighet: ideologi och teori2011In: Nya Omsorgsboken / [ed] Söderman, Lena och Antonson, Sivert, Malmö: Liber, 2011, 5., [helt omarb., nya] uppl., p. 272-283Chapter in book (Other academic)
  • 36.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Gustavsson, AndersHermansson, Hans-ErikUniversity West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Meningsskapande och delaktighet: om vår tids socialpedagogik2008Collection (editor) (Other academic)
  • 37.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sauer, Lennart
    Umea University, Sweden.
    Ineland, Jens
    Umea University, Sweden.
    Handle with Care: Staff Experiences of Difficulties working with People with Intellectual Disabilities2016Conference paper (Refereed)
    Abstract [en]

    Providing care and support to people with intellectual disabilities (ID) is in several aspects a complex and challenging assignment. It could be argued that this complexity has fundamentally to do with different organizational conditions. Analysing the specfiic characteristics of experienced difficulties could generate a new understanding of the organizational prerequisites of working within intellectual disability services. This presentation examines how LSS administrators (n=70) and habilitation staff (n=40) in Sweden experience difficulties working with people with ID. Drawing upon both quantitative and qualitative data generated from a larger web survey a content analysis was used. In order to complement the qualitative analyses we also used descriptive numerical analyses. The results reveals that staff experiences of difficulties in work with people with ID could be differentiated in four typological themes; (1) Structure, (2) Profession, (3) Relations and (4) Collaboration. As shown in our presentation, experience of difficult situations in human service organizations does not necessarily correspond with work dissatisfaction or unclear goals. On the contrary, we argue that it is a fundamental aspect of professionalism to handle this plurality within a specific organizational context. The different characteristics of the organizations in our study reflect two different institutional logics. While the LSS administrators mainly operates within an administrative logic based on a regulative framework, the habilitation staff are operating within a therapeutic logic based on a cognitive framework. Consequently they have their own specific norms and rule systems, which influence when and to which extent everyday situations are experience and defined as difficult.

  • 38.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Editorial: Internet use and disability2017In: Cyberpsychology : Journal of Psychosocial Research on Cyberspace, E-ISSN 1802-7962, Vol. 11, no 1Special IssueArticle in journal (Refereed)
  • 39.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Psychology and organization studies.
    Löfgren- Mårtenson, Lotta
    Malmö University, Sweden.
    Risks and opportunities in new emancipatory landscapes?: On young people with intellectual disabilities, Internet use and identification processes2016Conference paper (Refereed)
    Abstract [en]

    Although research on young peoples identity formation processes on the Internet is a growing field, there are few studies that illustrate conditions for pupils with intellectual disabilities (ID). Recent Scandinavian studies have indicated that there is a new generation of young people with ID who has developed alternative ways of relating to issues of participation and identity. It's about how they choose to present themselves and how they navigate the various social media. By presenting themselves through descriptions of their own interests and personal characteristics instead of exposing the disability so-called alternative identities can be developed, where disability is not necessarily put in focus. Young people with ID often have different degrees of communicative constraints, which on the one hand implicates that the value of new social arenas can be of great importance. On the other hand, the use of the Internet could also be problematic in different contexts. An on-going Swedish research project aims to investigate these processes based on the perspectives of young people with ID, school staff and parents. In a pilot study based on focus group interviews we found that professionals (teachers, n=8) expressed a concern that young people will get hurt and end up in undesirable situations (such as being cheated or abused), while parents (n=5) mainly consider the Internet as a possible future venue for the development of new and on-going social relations. This paper presentation will report preliminary findings from interviews conducted with young people in upper secondary special programme for pupils with ID (n=30). The experiences of the informants will be discussed in relation to results from the pilot study and relative to a conceptual framework of social identity,participation and emancipation.

  • 40.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Löfgren-Mårtenson, Lotta
    Malmö Universitet, Malmö, Sverige.
    Del@ktighetens digitalisering: Om identitetsskapande aktiviteter på internet bland unga med intellektuell funktionsnedsättning2019Report (Other academic)
    Abstract [en]

    Although research on young people and the Internet is a growing field, there are few studies that illustrate conditions for young people with intellectual disabilities (ID). Previous studies have shown that young people with ID are worried about being marginalized, and that many in fact are lonelier than other young people. Social networking sites might be of vital importance as a space for exploring alternative and less stigmatized identities.

    This project aimed to describe and analyse how young people (age 16-20) with a mild ID interact and participate on the Internet. More precisely, drawing upon the perspectives of young people with ID, parents, and school staff, we have studied self-presentations, social relations, and participation within different kinds of Internet communities. Hence, the goal of the project was to generate knowledge concerning these complex processes, which could be useful for the involved adults, who support and help young people with ID in their Internet use. The project comprised qualitative interviews with young people with ID (n=27), parents of young people with ID (n=22), and professionals in special schools (n=17). The transcribed interviews were analysed, using a thematic content analysis. The project has been granted ethical approval by the Ethical Board of West Sweden (Dnr 048-15).

    A prominent finding in the study concerned the young informants being well aware of both the risks and opportunities in using Internet and Social Networking Sites. Consequently, the more they interacted with non-disabled peers, the more they experienced negative consequences of Internet use. One conclusion was that these circumstances lead to downsizing rather than upsizing Internet use, and as prolongation, less participation on Social Networking Sites.

    Although the Internet can be a 'free-zone' where the young person can develop social bonds and construct their identity away from adult oversight, parents and professionals are highly present. Young people mostly feel confident and also in no need of support. Professionals and parents do consider the Internet an arena for positive opportunities, but also with risks. The professionals seemed to be more worried about the risks than the parents who state that the opportunities outweigh the disadvantages. For parents, the real risk is described as the risk of loneliness and social isolation. That parents consider the Internet to be an arena for relationships is an interesting change compared to previous research where both parents and professionals were worried about the risks of abuse, etc. Overall,6the young people with ID are described as a more heterogeneous group by both parents and professionals, compared to previous research. The experiences of the informants are discussed in a conceptual framework of social identity, participation, positive risk-taking, sexuality, and emancipation.

    A comparative analysis of the results shows how social participation is negotiated and constructed dialectically between young people with and without ID, but also between the young people in the study and adults in their imme-diate surroundings. By applying an intersectional perspective to issues about identity formation and risk-taking on the Internet, a more relational under-standing of the problems and opportunities of digital participation can be made visible. A relational understanding of getting into difficulties implies that risk and vulnerability do not always have to depend on the disability but on contextual conditions and other co-varying factors.

    Considering young people's need for autonomy, it is of great importance that parents and professionals reflect upon the ways that support can be arranged in order to empower young people with ID to participate on the Internet. Providing support for positive risk-taking on the Internet means that adults, together with young people, reflect on how possible risks can be managed rather than how risk can be avoided.

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  • 41.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Löfgren-Mårtenson, Lotta
    Centre for Sexology and Sexuality Studies, Malmö University, Malmö, Sweden.
    New emancipatory (em@ncipatory) landscapes?: Young people with intellectual disabilities, Internet use and identification processes2016In: Transitions Across the Life Course of People with Disabilities: Experiences, Opportunities and Strategies, Off- and Online Workshop information and contributions by the delegates (with abstracts, pamphlets and papers), 2016Conference paper (Other academic)
  • 42.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Löfgren-Mårtenson, Lotta
    Malmö Högskola, Malmö, Sverige.
    New Em@ncipatory Landscapes?: Young People With Intellectual Disabilities, Internet Use and Identification Processes2017In: Advances in Social Work, ISSN 1527-8565, Vol. 18, no 2, p. 645-662Article in journal (Refereed)
    Abstract [en]

    Although research on young people's identification processes on the Internet is a growing field, few studies illustrate conditions for young people with intellectual disabilities (ID). Previous studies have shown that young people with ID are worried about being marginalized, and that many in fact are lonelier than other young people. Internet and social networking sites might be of vital importance as a space for exploring alternative and less stigmatized identities. This article reports findings from individual interviews with 27 young people with ID in Sweden. The transcribed interviews were analyzed using a thematic content analysis. A prominent finding concerned the informants being well aware of both risks and opportunities using Internet and Social Networking Sites. Consequently, the more they interacted with non-disabled peers, the more they experienced negative consequences of Internet use. These circumstances rather lead to downsizing than upsizing Internet use, and less participation on Social Networking Sites. The experiences of the informants are discussed in a conceptual framework of social identity, participation, and emancipation. We recommend that social work practitioners reflect upon the ways that support can be arranged in order to empower young people with ID to participate on the Internet.

    Download full text (pdf)
    fulltext
  • 43.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Löfgren-Mårtenson, Lotta
    Malmö University, Sweden.
    Teachers’ and parents’ views on the Internet and social media usage by pupils with intellectual disabilities2015In: Journal of Intellectual Disabilities, ISSN 1744-6295, E-ISSN 1744-6309, Vol. 19, no 1, p. 22-33Article in journal (Refereed)
    Abstract [en]

    This article reports experiences from a Swedish study, discussing teachers’ and parents’ views on how young people with intellectual disabilities use the Internet and social media. Five semi-structured focus group interviews were conducted with teachers (n = 8) in special programmes in upper secondary schools for pupils with intellectual disabilities and parents (n = 5) of pupils in the same form of schooling, and they were analysed with thematic analysis. Teachers more strongly emphasize a pupil’s use of the Internet for interactive purposes. Parents had expectations that the Internet could be a tool for gaining more awareness of one’s own disability and a way to meet other peer group pupils. Teachers’ and parents’ perspectives on the Internet and social media usage are important since it is imperative to show how support can be provided for young people with intellectual disabilities.

  • 44.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Mårtenson-Löfgren, Lotta
    Particip@tion on Internet?: Young people with intellectual disabilities and identification processes on Internet2018In: 23rd annual CyberPsychology, CyberTherapy & Social Networking Conference (CYPSY23),June 26 to 28, 2018, Hotel Hilton LacLeamy in Gatineau, Canada.: Complete program, 2018, p. 42-43Conference paper (Refereed)
    Abstract [en]

    Although research on young people's identification processes on the Internet is a growing field, there are few studies that illustrate conditions for young people with intellectual disabilities (ID). Previous studies have shown that young people with ID are worried about being marginalized, and that many in fact are lonelier than other young people. Internet and social networking sites might be of vital importance as a space for exploring alternative and less stigmatized identities. Scandinavian research has shown that a new generation of young people with ID is emerging who have developed somewhat new ways of relating to issues of participation and identity. Mainly these strategies concern the possibilities of expressing alternative self-presentations, which are not necessarily connected to a specific functional impairment or a certain welfare institutional belonging (e.g., special need student or care user). One such strategy can concern attempts to, in an online setting, present a preferred identity (e.g. that of a hockey fan or a musician), which may differ from their disabled identity, which would be apparent in an offline setting. A Swedish research project—Particip@tion on Internet? Pupils with intellectual disabilities and identification processes on Internet—aims to describe and analyse how young people (age 16-20) with a mild ID interacts and participate on the Internet. More precisely, drawing upon the perspectives of young people with ID, parents and school staff, we want to study self-presentations, social relations and participation within different kinds of Internet communities. Therefore, the goal of the project is to generate knowledge concerning these complex processes, which could be useful for the nearest surrounding of adults in order to support and help young people with ID with their Internet use.

    The project comprises qualitative interviews with young people with ID (n=27), parents of young people with ID (n=22) and professionals in special schools (n=17). The transcribed interviews were analyzed, using a thematic content analysis. A prominent finding in the study concerned the young informants being well aware of both risks and opportunities using Internet and Social Networking Sites. Consequently, the more they interacted with non-disabled peers, the more they experienced negative consequences of Internet use. One conclusion was that these circumstances rather lead to downsizing than upsizing Internet use, and as prolongation, less participation on Social Networking Sites. Although the Internet can be a 'free-zone' where the young person can develop social bonds and construct their identity away from adult oversight, parents and professionals are highly present. Young people mostly feel confident but also in no need of support. Professionals and parents do consider the Internet an arena for positive opportunities, but also with risks. The professionals seemed to be more worried about the risks than the parents who state that the opportunities outweigh the disadvantages. For parents, the real risk is described as the risk of loneliness and social isolation. That parents consider the Internet to be an arena for relationships is an interesting change compared to previous research where both parents and professionals are worried about the risks of abuse etc. Overall, the young people with ID are described as a more heterogeneous group by both parents and professionals compared to previous research. Considering young people's need for autonomy, it is of great importance that parents and professionals balance their level of support depending on the needs of the young person. We recommend that professional practitioners reflect upon the ways that support can be arranged in order to empower young people with ID to participate on the Internet. The experiences of the informants are discussed in a conceptual framework of social identity, participation, sexuality and emancipation.

  • 45.
    Molin, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Thorn, Jessica
    Funktionalitet, normmedvetenhet och anhörigperspektiv2022In: Jämlik vård: normmedvetna perspektiv / [ed] Dahlborg, E. & Tengelin, E., Lund: Studentlitteratur , 2022, 2, p. 183-214Chapter in book (Other academic)
  • 46.
    Normand, Claude L.
    et al.
    Université du Québec en Outaouais (CAN).
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Simonato, Isabelle
    Université du Québec à Trois-Rivières (CAN).
    Lussier-Desrochers, Dany
    Université du Québec à Trois-Rivières (CAN).
    Ruel, Julie
    Université du Québec en Outaouais (CAN).
    Romero-Torres, Alejandro
    Université du Québec à Montréal (CAN).
    Comment définer et mesurer la participation sociale á l'ère du numérique? (Defining and Measuring Social Participation in the Digital Age)2021In: Revue francophone de la déficience intellectuelle, ISSN 1929-4603, Vol. 30, no specialnummer, p. 2-12Article in journal (Refereed)
    Abstract [en]

    Social participation is used as an indicator of the health and well-being of peoplewith disabilities. However, the advent of the web has given birth to a new space, a virtualcommunity, in which citizens can interact and participate. Unfortunately, current measuresof social participation do not seem to consider the actual digital era we live in. This articleoffers a definition of digital social participation. Next, a review of published socialparticipation measures is carried out. These measures are examined to extract items linkedto digital social participation. Gaps are identified and specific targets of digital socialparticipation are proposed for future measures.

  • 47.
    Sauer, Lennart
    et al.
    Umea University, Sweden.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Ineland, Jens
    Umea University, Sweden.
    Sources of job satisfaction among professionals in intellectual disability services2016Conference paper (Other academic)
    Abstract [en]

    This presentation explores sources of job satisfaction among human service professionals working with people with intellectual disabilities. We also explore in what way the organizational context influence these experiences. The data is generated from a larger web survey. A questionnaire was distributed to 640 participants of which 421 answered a standardized question, which yield a response rate on 67 % and 335 respondents answered an open-ended question (52 %), which generated a total of 547 written excerpts. Drawing upon both quantitative and qualitative data a content analysis was used. In order to complement the qualitative analyses descriptive numerical analyses was used. Even though the data shows that the respondents experience heavy work load and psychological strains the vast majority report high ratings on work satisfaction. We argue that it is a fundamental aspect of professionalism to handle this plurality within a specic organizational context. The content analysis revealed that sources of job satisfaction irrespective of organization, is categorized in five different core categories; target group, social rewards, social relations, professional core mission and results/outcomes. We also present and analyze organizational differences in relations to how the response rates are distributed between the five categories.

  • 48.
    Sorbring, Emma
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Andersson, ÅsaUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.Molin, MartinUniversity West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Att förstå ungdomars identitetsskapande: en inspirations- och metodbok2014Collection (editor) (Other academic)
    Abstract [sv]

    Bokens kapitel tar avstamp i en rad olika kontexter där ungdomars identitetsskapande sker och bygger på forskning utförd inom olika discipliner som belyser ungdomars lärande, utveckling och livsvillkor. I boken finns en rad exempel på ungdomars syn på skapandet av en identitet, liksom aktiverande övningar, forskarreportage och förslag på fördjupande läsning efter varje kapitel.Denna inspirations- och metodbok är användbar inom alla de utbildningsområden som behandlar frågor om ungdomar och identitet, t.ex. lärarutbildning, speciallärar- och specialpedagogprogram, socionom- och socialpedagogprogram samt kurser inom barn- och ungdomsvetenskap, psykologi och sociologi och olika metod- och examensarbeteskurser inom lärarprogrammen.

  • 49.
    Sorbring, Emma
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Löfgren-Mårtenson, Lotta
    Malmö Universitet, Malmö, (SWE).
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Livet på internet: Surfa säkert och hitta rätt2021Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    En stor del av livet finns idag på internet. Det är där vi scrollar nyheter, kollar film, hänger med kompisar, betalar räkningar och shoppar. Allt är bara en knapptryckning bort. Smidigt och lätt!

    Men för många kan internet också vara komplicerat och svårt att förstå. Forskarna Emma Sorbring, Lotta Löfgren-Mårtenson och Martin Molin har pratat med många ungdomar och unga vuxna med intellektuell funktionsnedsättning om deras upplevelser av internet, om allt från sociala medier och spel till mobbning och källkritik. Hur ser de på riskerna och möjligheterna på nätet?

    Att veta hur man ska agera på nätet och vem man kan lita på är viktigt för att kunna känna sig delaktig i samhället. I "Livet på internet" får unga med IF mängder av information, tips och råd om hur man kan tänka för att våga vara på nätet och samtidigt känna sig trygg.

  • 50.
    Sorbring, Emma
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Löfgren-Mårtenson, Lotta
    Malmö Universitet, Malmö, Sverige.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Relationships and the Internet2018In: Sexuality and Learning Disabilities: A handbook / [ed] Claire Bates, Hove, UK: Pavilion Publishing and Media , 2018, 2, p. 133-142Chapter in book (Other academic)
12 1 - 50 of 54
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