Through the two influential Protestant reformers Martin Luther´s and JohnCalvin's readings, I intend to explore the view of disability and sin within theChristian tradition. One of the biblical stories that has been read andinterpreted in the light of disability issues is the well-known episode in the NewTestament, which is often called "the paralytic". In both the Old and NewTestaments, there are several places that may indicate a connection betweendisability and sin, and through thoughts of human sin as a common thread Ipresent how the two Bible readers read the pericopes.

abstract: The purpose of this study was to trouble existing conceptions of disability that ground music education literature and practice. I sought plausible insights into how disability is experienced in, through, and/or around music by participants who are disabled persons/persons with disabilities (DP/PwD). Insights gained might allow readers to complexify and trouble taken-for-granted assumptions about disability. Questions included: (a) How do participants experience disability in, through, and around music? (b) What plausible insights related to disability can be gained by attending to participants’ experiences of disability in, through, and around music? (c) What plausible insights related to inclusion can be gained by attending to participants’ experiences of disability in, through, and around music? The inquiry approach was grounded in Buberian relational ontology, phenomenology, interactional theories of disability, and narrative. Seven DP/PwD participated in this study: (a) Erica, a 14-year-old diagnosed with a developmental disability of unknown etiology; (b) Duke, a drummer diagnosed with Williams syndrome; (c) Birdie, an abstract visual artist with epilepsy who used music to inform her art; (d) Daren, a b-boy/breakdancer diagnosed with Tourette syndrome, (e) Sienna, a legally blind social work college student who played banjo in a music therapy-based bluegrass band and participated in musical theatre; (f) Ice Queen, an undergraduate flute player recently diagnosed with Attention deficit/hyperactivity disorder (ADHD); and (g) Culann, an adult counselor and music listener with ADHD and mood disorders. Data generation included conversational interviews, observations, artmaking, and serendipitous data. Data co-generated with participants were crafted into narratives of their lifeworlds, including description of their experiences with disability in, through, and around music and in other aspects of their lives. An envisioned conversation among all participants demonstrates the shifts and complexities in the meanings of disability and unpacks different ways participants describe and understand disability and the myriad roles that music plays in their lifeworlds. The final chapter of the study offers discussions and suggestions regarding thinking about and approaching disability (i.e., interactional theories, intersectionality, and identity), inclusion (i.e., belonging, suggestions by participants, and anti-ableist pedagogy), and research/writing. / Dissertation/Thesis / Doctoral Dissertation Music Education 2019

Since 1973, the year in which Elaine Hedges's groundbreaking edition of "The Yellow Wallpaper" was published, Charlotte Perkins Gilman's short story has been read primarily as one of America's leading feminist texts. With potent symbolism and a fragmented style of narration, it is easy to understand why many feminist scholars fashion the story's narrator into a proactive feminist, a courageous heroine who rebels against patriarchal oppression. While this trend of interpretation compellingly attempts to empower the narrator, it often overlooks her perspective of disability and projects the characteristics of a nondisabled, high-functioning feminist on a mentally ill woman. This paper reads Gilman's short story as a narrative of mental illness and applies the research of feminist disability scholars Anita Silvers, Jenny Morris, and Susan Wendell to a close reading of the story. Approaching the story from this perspective, we can identify the systems of oppression that disable the narrator and read "The Yellow Wallpaper" in a way that validates the subjective reality of depression and invites disabled voices into feminism's exploration of womanhood.

Although research confirms the effectiveness of training to improve law enforcement officers’ awareness and knowledge of people with intellectual disability, learning disabilities, and mental health disorders (Bailey, Barr, & Bunting, 2001; McAllister, Bailey, & Barr, 2002; Scantlebury et al., 2017; Wood & Watson, 2017), research related to the efficacy of autism-specific law enforcement training is limited. In order to provide up-to-date information regarding training for LEOs related to autism spectrum disorder (ASD), a systematic review of the literature was conducted for the first study. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols 2015 (PRISMA), a search of 13 professional databases and 28 journals was conducted using search terms related to both ASD and law enforcement training. Two research team members compared decisions for study inclusion at two points, including upon initial screening and final inclusion. From 724 articles identified during the initial search, only two articles met inclusion criteria, which suggests that limited research exists that explores ASD and law enforcement training. Included studies were summarized in terms of participants as well as training format, content, and outcomes. Limitations of the current literature, directions for future research and current implications for practice are discussed. When developing trainings, it is important to consider the input of multiple stakeholders. Thus, in the second paper, qualitative data was collected through semi-structured interviews with LEOs, adults with ASD, and caregivers. Given the importance of including the ASD community in research (Pellicano, Dinsmore, & Charman, 2014), input from individuals with ASD and caregivers was obtained to complement information solely from LEOs. The goals for study two centered around (a) characterizing LEOs’ knowledge of ASD, (b) understanding LEOs’ previous interactions with individuals with ASD, and (c) identifying training needs to best prepare LEOs for interactions with individuals with ASD. In addition, members of the ASD community, including adults with ASD and caregivers, shared perspectives regarding real and hypothetical interactions with LEOs as well as suggestions regarding LEOs’ ASD-specific training needs. Researchers utilized a grounded theory approach to analyze data from 17 participants, including six LEOs, six adults with ASD, and five caregivers. All semi-structured interviews were audio recorded, transcribed, thematically coded, and summarized by researchers according to grounded theory. Common themes among participants included the (a) potential for misinterpretations of behavior of individuals with ASD, (b) helpfulness of a universal identification system/symbol for ASD, (c) need for interactive, mandatory training unique to LEOs’ needs and roles, and (d) importance of building community connections between LEOs and individuals with ASD. Together, these two studies add significant information to the current understanding of interactions between LEOs and the ASD community as well as autism-specific training for LEOs. Study one provides up-to-date information regarding evidence-based interventions for LEOs related specifically to ASD. Further, the second study provides an in-depth understanding of the interactions between LEOs and the ASD community as reported by multiple stakeholders. Across both studies, information regarding ASD-specific training, including LEOs’ prior experiences and participants’ training recommendations, can be utilized to inform the development and implementation of ASD-specific training currently being created and utilized in communities nationwide.

This in-depth qualitative, phenomenological (Smith & Fowler, 2009) research study attempted to understand the experiences of young adults with intellectual disability who had completed a 2-year, inclusive postsecondary education program. 13 participants (4 former students with ID, 5 parents, and 4 Postsecondary Education staff members) participated in semi-structured interviews. Interviews were coded to provide themes amongst each individual group of participants. A document review was also conducted to better understand the program components and add validity to self-reports from interviews. Results were analyzed and used to provide implications for future research and program development.

Abstract Sexual autonomy is the right and capacity of each individual to decide and make choices about whom, when, and how they express themselves sexually. Individuals with intellectual disabilities have frequently been marginalized, oppressed, and left out of discussions about sexuality placing them at risk of abuse, unsafe sex practices, and unplanned pregnancies. The purpose of this qualitative study was to examine the usefulness of person-centered planning techniques in the development of an individual service plan that address the social-sexual needs of individuals with intellectual disabilities. Purposeful sampling was used to select 8 participants for this study. Specific participants were selected because they possessed personal perspectives and experiences regarding person-centered planning techniques. Data collection included semi-structured, open-ended questions with face-to-face interviews and document review. Code development began with systematic organization of narrative data that was thematically analyzed using open-coding. Findings showed the person-centered individual service plan is a tool that can empower and promote social-sexual autonomy for individuals with intellectual disabilities if service and support administrators initiate a conversation about social-sexual activity. Implications for social change include increased advocacy for sexual autonomy, greater social acceptance of relationships, inclusive sexuality programming for individuals with intellectual disabilities and professional development training for service and support administrators.

This study was a nonexperimental correlational study that took a strengths-based approach and utilized family systems theories to examine parenting stress, as measured by the Parenting Stress Index-Short Form, and posttraumatic growth (PTG), as measured by the Posttraumatic Growth Inventory, and the relationship between the two constructs. The study was conducted with a national sample of 136 maternal caregivers of transition-age youth on the autism spectrum (ASD), ages 14 to 22 years, recruited through social media, flyers, and referrals. Participants were primarily biological mothers (83.9%), White (87.5%), and resided in the South (68.4%); the mean age of the adolescent with ASD was 17.16 years. Descriptive statistical findings showed that caregivers had normal levels of parenting stress and high levels of PTG. Results from one-sample t tests showed that the sample parenting stress mean score (M = 51) was similar to the population mean score of 50 while the sample PTG mean score (M = 56) was significantly higher than the population PTG mean score of 52.5. The third research question examined if parenting stress was significantly associated with PTG, controlling for pertinent covariates. Hierarchical multiple linear regression findings indicated that, after controlling for the place of residence, parenting stress was significantly associated with PTG: as parenting stress increased, PTG decreased. Parenting stress explained 7% of the variance in PTG, a small effect size. Findings from this study denote the positive aspects of parenting an adolescent with ASD. Results can inform the development of parent interventions aimed at reducing parenting stress and enhancing PTG.

Stroke is a serious illness that requires urgent attention. The purpose of this study was to investigate whether age, ethnicity, gender, and quality of life predict self-efficacy scores in stroke survivors. The theoretical foundation of the study was the social cognitive theory of perceived self-efficacy that was developed by Bandura. There were 4 specific research questions investigated. A correlational research design was used to sample 115 stroke survivors from several Arkansas rehabilitation facilities who completed a pilot study, demographic form, QOL rating scale, and the Daily Living Self-Efficacy Scale (DLSES). Stepwise multiple regression analysis was applied to identify the independent variables that served as significant predictors. The findings revealed that ethnicity, gender, and the quality of life did not predict self-efficacy scores when controlling for all other variables in stroke survivors. The independent variable age was statistically significant for both the QOL rating scale and the DLSELS scores. Age predicted DLSES and the QOL rate scale scores when controlling for all other variables among stroke survivors. This study may promote understanding for stroke survivors, make future research accessible through effective psychologically measured questionnaire interventions, and provide awareness of stroke exposure. This study enabled potentially positive social change through social services. Many issues were identified after stroke and the implications of research for practice were highlighted.

Dream/Hope/Love/Create/Act (and back) is a collaborative arts-based research project on the experiences that support workers have with enacting support, care and education practices in the disability support and education field. Five support workers were interviewed using arts-based and collaborative methods. Conversations focused on the disciplining power that policies, systems and structures have over the support practices provided to young people labeled with an intellectual disability. Questions were formulated on support worker experiences with enacting care, behaviour support, and curriculum. The following four issues were central to the inquiry: child development and the pressure for language acquisition; issues of consent in everyday practice and clinical spaces; the creation and enactment of behaviour plans; and disability labels and the diagnosis process. The in-depth, unstructured arts-based individual and group conversations were collaboratively designed with research participants, and topics of care, support and professional ethics were intentionally politicized. Conversations took place during the creation of poetry, painting and collage to grapple with practitioners’ own power in shaping the worlds of young people. By way of experimenting with diffractive approaches to analysis, assemblages of poetry, art and theory were created as thresholds for entry into the larger thesis assemblage. Transcripts and art were analyzed while thinking with various theoretical threads from critical disability studies, feminism, queer theory, critical race theory and social justice, with the purpose of blurring and resisting harmful and normative support practices. This study shows that support workers are honouring the bodies and communications of resistance of the young people with disabilities they support. This study also shows support workers as deeply self-reflexive as they engage in critical practices in resistance to ableism. Dream/Hope/Love/Create/Act (and back) has implications for informing research, training and education that grow support work practices to become increasingly consensual and designed with and for young people with a variety of disability labels. / Graduate

Since the turn of the twentieth century, middle-class Americans have considered the thin body--ostensibly the result of self-control and self-discipline--a moral imperative and a symbol of good citizenship. In this thesis, I provide a critical perspective on fat studies by examining the ways in which the field authorizes itself in a society that deems the fat body unhealthy, costly, and immoral. As one potential solution to fat-hatred, fat studies proposes fat-positivity, but I argue that fat-positivity requires an extraordinary act of imagination in which the fat person overcomes what I term the ideology of thinness and subsequently feels good about herself. Importing models of ambivalence from disability studies, I propose ambivalence as an alternative to fat-positivity. I argue that ambivalence is a legitimate response when living in a society that de-values one's embodiment, but ambivalence is undertheorized by fat studies scholars. In Chapter 2, I analyze from a feminist perspective Tweets with the hashtag "feeling fat," tracing the emotion to cultural ambivalence about consumption and consumerism. In Chapter 3, I examine how the genre of the fat memoir authorizes itself during an "obesity epidemic" and what those methods reveal about gendered selfhood. Instead of indicting these Twitter users and fat memoirists for their purported lack of fat-positivity, I emphasize instead the social situations that give rise to these cultural forms. I suggest that drawing attention to ambivalence is a form of political resistance.