Lived experiences of people with intellectual disabilities during the COVID-19 pandemic from a crip time perspective
Bibliographic record
Abstract
The pandemic disrupted normative time for all and exposed systemic and societal inequalities affecting disabled people. This qualitative study, framed within crip time theory, explores how people with intellectual disabilities experienced the social restrictions imposed during the COVID-19 pandemic in Iceland. Conducted between 2021 and 2023, the research involved twenty adults with intellectual disabilities. Findings indicate that the pandemic perpetuated isolation for people with intellectual disabilities who were already excluded from many aspects of normative spaces. The pandemic highlighted the precarity of the disability service system, revealing sub-standard support, lack of control over personal time, and feelings of intense loneliness among participants. To protect the disability service system, people with intellectual disabilities faced stricter and longer social restrictions compared to others. Despite this, they were not prioritised for vaccinations, and many felt neglected by authorities. The pandemic serves as a harsh reminder of the ongoing struggle for full social inclusion for people with intellectual disabilities. The article calls for a post-pandemic future that is better than the past, demanding a revaluation of societal attitudes and policies to ensure a more inclusive future.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.005 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".