Search results

The purpose of this paper is to systematically review the literature on gender identity disorder (GID) and associated gender disorders in people with learning disabilities and autism, specifically focusing on aetiology, treatment and management.

This study reviewed all the published papers about individuals with both a learning disability and/or autistic spectrum disorder and a gender disorder. Papers from 1980 onwards were included as this was the year of the introduction of GID to the ICD-10. Gender disorders were taken to include the following: GID, transsexualism, cross-dressing, transvestitism or a gender-related sexual disorder.

In total, 16 papers described 43 individuals meeting the inclusion criteria. There was a dearth of guidance on appropriate treatment or management.

Only English language papers were searched. This review points towards more research needed in this area.

In collating relevant papers the review begins the search for evidence regarding aetiology, treatment and management of gender disorders in an area where evidence-based guidelines are needed.

The purpose of this paper is to explore the gender identity of people with learning disabilities as a precursor to considerations of gender dysphoria.

Discussion supported by illustrations from the literature.

There is limited research on gender identity for people with learning disabilities.

There is an urgent need to look at how men with Klinefelter's syndrome and learning disabilities are supported in relation to common female sexual characteristics.

This is personal perspective on gender and people with learning disabilities which may support work with people who question their gender.

Using content analysis, the authors examine the purposes of teacher evaluation in relation to the content items on which teachers are assessed and engage in a comparative analysis of teacher evaluation practices in the U.S.A. from three points in time. The overall findings suggest a disparity between the philosophy of teacher evaluation as a mechanism for improving teaching and the practice of teacher evaluation as a tool for administrative decision making, a disparity heavily weighted in favour of the latter. The authors provide evidence that this disparity is historically rooted and likely to endure.

The purpose of this paper is to determine the degree to which wine consumers in South Australia have different liking for white wine styles, and to relate reported liking to wine knowledge and demographic differences.

A group of 150 regular white wine drinking consumers from the Adelaide metropolitan area responded to a wine habits and attitudes questionnaire. Consumers were segmented based on self‐reported liking of white wine styles, with three distinct segments identified.

Sauvignon Blanc wine likers were mainly younger females with low wine knowledge who reported not drinking Chardonnay wines. Conversely, “Riesling wine likers” were generally older with higher wine knowledge. These consumers were interested in the region, vintage and alcohol level when purchasing white wine. The final group (40 percent of the total sample) had a lower liking for Riesling wines, but liked all types relatively highly, had low to moderate wine knowledge and took more note of expert opinion than the other clusters.

The findings of this study can be extrapolated to the South Australian population, however, the sample size may restrict the generalisation of the results to the broader Australian population.

The results of this study provide initial insights into the behaviour of white wine consumers and highlight the importance of wine knowledge in differentiating consumer liking. Some strategies for influencing consumers' preference are suggested.