Learning Disabilities and Siblings

by

Tom Ryan

• LAST MODIFIED: 24 October 2024
• DOI: 10.1093/obo/9780199791231-0292

Introduction

Sibling relationships are unique, and, when explored through a disability lens, they raise several important discussions that should be had. To unpack learning disability and siblings as a topic of research, it is necessary to ground the discussion both in sibling studies and in disability studies theory. This article starts with the key texts and journals, followed by theoretical discussions of both learning disability and siblinghood. Wider research into disability in families and siblings is then explored to provide further context. Following this, the article addresses learning disability and siblings specifically under the subsections of Childhood, Adulthood, Psychological and Outcome-Based Research, Care and support, and Everyday Life. It is important to acknowledge the overlap between literature on learning disabilities and autism; this reflects the estimated overlap between both labels (see Emerson et al. The Physical Health of British Adults with Intellectual Disability: Cross Sectional Study, 2016). Consequently, this bibliography will cite literature that references both learning disabilities and autism while focusing on the former. Alongside this, it should be acknowledged that this article employs the terminology “people with learning disabilities.” The term “intellectual disability” is often used outside of the United Kingdom; however, because the author is based in the United Kingdom, “learning disabilities” is the preferred terminology for this article.

General Overviews and Key Texts

A grounding in both sibling and disability studies literature is required to understand and explore the topic of siblinghood and learning disability. Edwards, et al. 2006 and Davies 2023 provide comprehensive introductions to key concepts from sibling studies, which can be used to theorize learning disability siblinghood. Morgan 2011 outlines the idea of family practice as a key aspect of how we enact “family.” Finch 2007 builds on this in considering the importance of “displaying” family in a way that others understand. Goodley 2017 and Mallett and Runswick-Cole 2014 provide overviews of disability studies, touching on key concepts and models of disability. Goodey 2016 focuses specifically on learning disability, exploring the key theories and debates in the field.

• Davies, Katherine. Siblings and Sociology. Manchester, UK: Manchester University Press, 2023.

  DOI: 10.7765/9781526142184

  A comprehensive overview of sibling sociology and sibling studies more widely. The volume includes outlining key concepts, theories, and discussions in the field and providing case studies alongside them. Explores siblingship, self, relationality, imagination, and time through the lens of sibling studies.

• Edwards, Rosalind, Lucy Hadfield, Helen Lucey, and Melanie Mauthner. Sibling Identity and Relationships: Sisters and Brothers. New York: Routledge, 2006.

  DOI: 10.4324/9780203448809

  Explores how siblings can play a key role in how people understand themselves and those around them. Drawing on broader debates in family studies, the text unpacks the importance of siblings in young people’s understandings of relationships and interactions. A discussion of the physical nature of sibling relationships and how this can be a central part of how siblings form connections is included.

• Finch, Janet. “Displaying Families.” Sociology 41.1 (2007): 65–81.

  DOI: 10.1177/0038038507072284

  Building on the concept of family practices in Morgan 2011, Finch outlines the concept of family display. It is argued that family is displayed as well as “done.” Display is key to people understanding and seeing that a family is working because it shows that the family is being “done” correctly. Finch argues that display is a key characteristic of contemporary families.

• Goodey, Christopher F. Learning Disability and Inclusion Phobia: Past, Present, Future. London: Routledge, 2016.

  Explores learning disability in unpacking key theories and challenging dominant pathological narratives. Commonplace ideas around intelligence, difference, development, and assessment are challenged as Goodey argues society is structured in a way that creates outgroups. The final chapter of the book focuses specifically on autism, exploring social constructionist arguments around diagnosis.

• Goodley, Daniel. Disability Studies: An Interdisciplinary Introduction. 2d ed. London: SAGE, 2017.

  An introduction to disability studies, exploring important debates in the field. This textbook starts with a discussion about how disability can be conceptualized, then moves on to social models of disability, individualized medical models of disability, and more critical disability theories and approaches. The book finishes by reflecting on future prospects for disability studies.

• Mallett, Rebecca, and Katherine Runswick-Cole. Approaching Disability: Critical Issues and Perspectives. Abingdon, UK: Routledge, 2014.

  DOI: 10.4324/9781315765464

  Unpacks approaches to studying disability, outlining several key theories and concepts. Split into three parts: foundational perspectives, critical perspectives, and critical issues. Explores these in an accessible way and provides a comprehensive overview of the field of disability studies.

• Morgan, David H. J. Rethinking Family Practices. Basingstoke, UK: Palgrave Macmillan, 2011.

  DOI: 10.1057/9780230304680

  Morgan revisits the concept of family practices to unpack the impact it has had alongside the criticism it has seen. The concept of family practice outlines the role of practices in how family is “done,” for example, family traditions such as weekly dinners or birthday get-togethers. Family practices, alongside family display (see Finch 2007), provide useful approaches to understanding family.