Author:

Keywords:

Social Sciences, Science & Technology, Life Sciences & Biomedicine, Education, Special, Rehabilitation, Education & Educational Research, autobiography, intellectual disability, life history, life story, narrative, reminiscence, LIFE STORY WORK, LEARNING-DIFFICULTIES, HISTORY, HOME, DEMENTIA, THERAPY, ADULTS, CARE, 1301 Education Systems, 1303 Specialist Studies in Education, 1607 Social Work, Education, 3903 Education systems, 3904 Specialist studies in education, 4409 Social work

Abstract:

The present article reviews reminiscence research with regard to people with intellectual disabilities. Although the term "reminiscence" is not often used in intellectual disability research, the concept offers a useful framework for charting the different approaches in literature, thanks to its multidisciplinary character and eclectic theoretical background. Three main perspectives are identified: a critical approach, in which reminiscence is stimulated to let people with intellectual disabilities become critically aware of their past; a person-centred approach, in which reminiscence serves informational and social purposes; and a clinical approach, in which reminiscence is presented as an alternative diagnostic instrument and/or a "low-threshold" narrative counselling method for people with intellectual disabilities. The three approaches differ in language use, aims, and backgrounds, but there is congruency amongst the approaches in that reminiscence work can strengthen the identity of people with intellectual disabilities, raise self-esteem, and enhance social contacts. The review concludes that a more balanced view of reminiscence, better methodological procedures, and more evaluation studies on the effect and process of reminiscence work are needed in future research.