Massey Documents by Type

Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294

Browse

Subject: search.filters.subject.420318 People with disability

Search Results

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Symbiosis : a holistic and ADHD-informed fashion design process : design process as outcome : symbiosis - a co-design process : a thesis presented in partial fulfilment of the requirements for the degree of Master of Design at Massey University, Wellington, New Zealand
    (Massey University, 2024) Chambers, Sophya Tse-Lin
    ADHD is a neurobiological difference that affects cognitive and nervous-system processing, resulting in a range of strengths and challenges. While it is often seen as a childhood behavioural issue, ADHD persists into adulthood. However, wearable designs for ADHD are currently focused on sensory processing needs for children, neglecting the experiences of adults with ADHD and their complex needs. My exegesis aims to shift perspectives towards a human-centred fashion design approach that considers the holistic needs of individuals with ADHD. This design process will encourage a greater understanding of the complexities of the ADHD experience so that wearers can select, adapt, or create new clothing to support their experience of ADHD and gain a new relationship with clothes. It will also encourage designers to make informed, responsible, and inclusive decisions when designing for users with ADHD. To generate designs, mutual respect, and a greater understanding of participants' holistic and embodied experience of ADHD, I used reflective and co-design methods within an interdisciplinary Soma Design methodology. Additionally, I implemented an empathetic and pragmatic approach to conducting secondary contextual research and primary findings from surveys and questions with a panel of adults with ADHD to identify individual design requirements, whilst considering potential accessibility and usability factors for ADHD. This research enabled a thorough investigation of how to design for individuals’ ADHD experience, resulting in a symbiotic design process based on understanding, ethics and responsiveness to individual needs.
  • Thumbnail Image
    Item
    "It starts with a conversation" : an exploration of creative, collaborative and participatory design approaches, in the context of disability, kāinga (housing and home) and policy : an exegesis presented in partial fulfilment of the requirements for the degree of Masters of Design, Massey University
    (Massey University, 2024) O'Sullivan, Faye
    The wider problem this work responds to: Disabled people are not meaningfully included in health policy development in Aotearoa New Zealand, due to various factors. This lack of inclusion results in poor policy outcomes for those it seeks to serve. How does this Design work contribute? This project explores the design of an equitable, participatory and collaborative process, championing the voice of lived experience as a valuable source of expertise and knowledge for policy practitioners. Who is this work for? This is for anyone* seeking to undertake collaborative approaches within the disability-policy space (and beyond). *Those most interested might include Disability advocacy groups, or Design and Policy Practitioners. Methods used: Collaborative Design methods and frameworks such as co-design, co-production, participatory design. What did we learn? 'Inclusion' begins with the smallest step. Much of the literature surrounding collaborative design speaks to 'mindsets' and 'principles'. This work argues that small actions are a pathway to inclusion and the growth of such mindsets.
  • Thumbnail Image
    Item
    The continuing effects of the COVID-19 pandemic on the autistic adult community in Aotearoa, New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Public Health, Massey University, New Zealand
    (Massey University, 2024) Bramwell, Natasha Anne
    The restrictions and disruptions that were caused by the COVID-19 pandemic in 2020-2022 have affected the mental health of many within the global community. Among these is the autistic community, who experience the world from a different point of view, and who are more susceptible to mental health issues such as anxiety and depression. The continuing disruption to routines, and access to dependable social constructs, rhythms, and rituals that autistic people rely on may have created further distress and exacerbated mental health issues. This research will investigate the lived experiences of autistic adults and how their day-to-day life experiences have changed since the pandemic. The qualitative methodology of phenomenology using thematic analysis through the lens of the social model of disability was applied to enable focus on what people experienced and felt during and following the pandemic. Purposive sampling and convenience sampling were adopted to recruit potential participants. There were 6 participants recruited and interviewed. The findings of the study revealed six key themes: 1) adjustments in social activity, 2) increased barriers to mental health support, 3) changes to community connections, 4) diminished overall well-being post-pandemic, and 5) changes to anxiety levels. The sixth and final theme peer-to peer advice, this theme incorporated suggestions for other autistic persons from participants. Disability support and health services have failed to keep up with the ongoing needs of the autistic adult community in New Zealand at a time when it was most needed. This study recommends striving for an increase in the understanding of autistic adult diagnoses in conjunction with improvements to autistic adult care. The service workers and health professionals require the ability to significantly expand their skills and knowledge of autism to provide better health outcomes, especially in times of disaster. Such expansions would require funding support driven by policy change.
  • Thumbnail Image
    Item
    Intersectional approaches to the experiences of parents of a child with a disability in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Arts, Massey University, New Zealand
    (Massey University, 2022) Kim, Yeseul
    This study aims to investigate the intersectional experiences of parents caring for a child with a disability in Aotearoa New Zealand, highlighting the challenges faced by these parents. Drawing on critical race theory, social constructionism, and interpretative phenomenological analysis, the research delves into the unique context of New Zealand, uncovering issues such as pathologized difficulties like depression and anxiety, the poverty trap, communication barriers, experiences of solo mothers, racism, housing insecurity, and relinquishment. The findings highlighted an intricate cyclical process reflecting the experiences faced by parents of children with disabilities and communication difficulties. The analysis builds on previously discussed findings to elucidate the "Repeat" cycle, a construct encompassing seven interconnected elements: pathologising difficulties, the poverty trap, loss and isolation, racial discrimination, housing insecurity, the inclination to capitulate, and the perpetuation of the cycle. The interconnectivity of the findings reveals that the parents' experiences embody a cyclical process. The "Repeat" cycle underscores the manner in which one aspect of their experience can give rise to another, culminating in a self-sustaining cycle that perpetuates and intensifies the challenges faced by these parents. The study proposes practical recommendations to address the issues of families with children with disabilities, including depathologising the difficulties, eradicating poverty, fostering inclusive practices, abolishing punitive approaches to disability for solo parents, promoting anti-racism, and ensuring accessible and affordable housing solutions. This study contributes to the existing literature on the intersectional experiences of parents of children with disabilities and offers valuable insights into the unique context of Aotearoa New Zealand, paving the way for a more inclusive and supportive society for families with children with disabilities. The research acknowledges its limitations and encourages further exploration of additional perspectives to better support these families in the future.
  • Thumbnail Image
    Item
    Disability assist dogs in public places - experiences from trainers and handlers in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master in Public Health at Massey University, Palmerston North, Aotearoa New Zealand
    (Massey University, 2021) McManus, Bronwyn Sarah
    Disability assist dogs are trained to support people with a variety of impairments. Aside from performing tasks that benefit their handlers, their presence is considered a catalyst for social interactions. Previous studies have consistently reported the positive benefits of such interactions, which increase disabled handlers' quality of life. However, there is limited research and literature that has explored the enabling and disabling impacts on the dog/handler team of expected and unexpected interactions with members of the public. These repeated, prolonged or unwanted interactions may create further barriers for disabled people to participate and gain full inclusion in community life. This research aimed to explore the experiences of handlers and trainers of disability assist dogs in terms of the types of interactions they had with members of the Aotearoa New Zealand (NZ) public and how these interactions were perceived, interpreted, and managed. A qualitative method, guided by an interpretive approach and social constructionism, was utilised to collect data via semi-structured interviews with six handlers and six trainers of disability assist dogs. Data were analysed using thematic analysis with the social model of disability as the theoretical base. Four themes were identified: (1) every day a new experience, (2) enabling interactions, (3) disabling interactions, and (4) role of ambassador. Findings indicated that handlers regularly faced a complex range of unique interactions due to various reasons such as the public's ambivalence or lack of knowledge and understanding of the dog's role and right of access to public places. While handlers may face friendly comments about the dog and its role, these encounters could also involve long conversations, invasive personal questions, interference with their dogs, and denied access into businesses, cafes, restaurants, and public transport. These findings underpin the need to provide more education to the public on the etiquette of engaging with handlers and their disability assist dogs and more support for businesses to understand the legal rights of handlers. Through more education and support to change societal attitudes and remove structural barriers, disabled people using disability assist dogs will be able to independently participate in community life and be fully included without hindrance.