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All IN PIX YPAR: A YOUTH PARTICIPATORY ACTION RESEARCH STUDY OF STUDENTS WITH SIGNIFICANT DISABILITIES IN HIGH SCHOOLJennings, Jessica L. 01 January 2022 (has links)
Education facilitates community involvement, participation, and acceptance, but not for students with significant disabilities who are taught in separate settings. The policy of separate education derives from arcane beliefs, limited research, and misconceptions that result in people with disabilities having choices made for them not with them. The All IN Pix YPAR asked six high school students with significant disabilities to photo document a week in their high school yearbook class. Each day after school, the students discussed a single photo using a modified photovoice method in structured interviews using the SHOWeD questioning protocol. After data capture, during a Zoom focus group interview, participant photographers picked 10 pictures and identified themes. Study district schoolteachers opted into the ALL IN Pix Gallery Exhibit Survey and shared their reactions to the images and student comments. The teachers found the exhibit impactful in providing a view of the students’ world, giving voices to students, and teaching the teachers more about the people beyond their disabilities. Students felt empowered in classes where they had choice in their education. Student participants became advocates for change over the course of the study. Recommendations for practice include, adopting students’ requests for experiential and choice driven instruction, incorporation of photovoice into individualized education plan development, club involvement, and teacher development. The All IN Pix YPAR study empowered student participants through self-advocacy and personal autonomy, which align to the study theoretical frameworks of empowerment education theory, critical disability theory, and the social model of disability theory (Kunt, 2020).
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Cripper l’avenir : une recherche-création où les handicapé-es (sur)viventMarcelli, Elodie 08 1900 (has links)
Mémoire en recherche-création / Cette recherche-création s’articule autour de deux questions :
- Selon le « circuit de la culture » (Du Gay et al. 1997), comment la survie dans le réel et la survie dans le fictionnel s’articulent-elles au handicap, et comment peuvent-elles être appréhendées comme un artefact culturel appartenant à l’imaginaire collectif cadrant le faisable et l’intelligible?
- Plus spécifiquement, comment une méthodologie issue de la recherche-création, et des études critiques du handicap permettent-elles de « cripper » (Sandahl 2003; McRuer 2006; Kafer 2013) le concept de la survie dans un jeu vidéo post-apocalyptique, et ce afin de reconfigurer les sensibles (Rancière 2000)?
La revue de littérature dresse le constat que la survie handicapée est un enjeu rarement traité; que mon travail se situe aux frontières de nombreuses recherches abordant la survie des handicapé-es en contexte de l’actuelle sixième extinction de masse, et de nombreuses créations sur la survie des handicapées en contexte post-apocalyptique. Le cadre théorique prend pour assises conceptuelles les études culturelles afin de penser au-delà de la distinction entre réel et fictionnel et de conceptions stéréotypées du handicap et des in/capacités; ainsi que dans le but de comprendre comment un artefact culturel est un aperçu de l’imaginaire collectif d’une culture. Il prend également pour assises les études critiques du handicap pour lier la notion de handicap avec des enjeux qui semblent de prime abord incompatibles -comme la survie-; pour être critique des futurs imaginés; et pour établir la catégorie du handicap comme politique. Les assises conceptuelles soulignent la nécessité de s’engager avec des théories pratiques ayant des effets sur le réel, en raison de l’urgence soulevées par les conditions de vie présentes et futures des personnes handicapées. De ce fait, la méthodologie de ce projet passe par un processus de recherche-création, qui dans le cas présent, permet de créer un mémoire écrit et un jeu vidéo desquels émergent des réflexions et des pratiques qui participent à reconfigurer les sensibles. / This research-creation explores two core questions :
- Based on the « circuit of culture » (Du Gay et al. 1997), how do real survival and fictional survival relate to disability and how can they be understood as a cultural artefact belonging to the collective representations, framing the feasible and the intelligible?
- More specifically, how does a methodology resulting from research-creation and critical disability studies enables to « crip » (Sandahl 2003; McRuer 2006; Kafer 2013) the concept of survival in a post-apocalyptic video game in order to reconfigure the sensible (Rancière 2000)?
The literature review notes that the future survival of disabled people is an issue rarely discussed and that my research-creation is at the frontiers of numerous researches addressing disabled people’s survival during the actual sixth mass extinction, as well as of numerous creations on disabled people’s survival in a post-apocalyptic context. The theoretical framework takes the cultural studies as a conceptual foundation allowing to think beyond the distinction between a real and fictional world, beyond stereotypical ideas about disability and in/capacities, and with the goal of understanding how a cultural artefact is a glimpse in our collective representations. It also takes critical disability studies as a framework to link the notion of disability with issues whose seem incompatible, such as the notion of survival; to be critical of imagined futurities; and to establish disability as a political category. These conceptual foundations raise the need to engage with practical theories in order to have a real effect in the world, all the more so with the urgent needs of dealing with the present and future living conditions of disabled people. As a result, the methodology of this work involves research-creation, which allowed me to deploy a written dissertation and a video game from which has emerged reflections and practices that participate to reconfigure the sensible.
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Montréal, ville inclusive? : quatre expériences de micro-tactiques pour utiliser les écrans tactiles dans la ville du point de vue du handicapPilon, Karyann 08 1900 (has links)
Au cours des dernières années, l’automatisation des services et le développement des
technologies de l’information ont mené à une multiplication des écrans tactiles dans les espaces
urbains. Cette multiplication a contribué à l’émergence de nouveaux usages et pratiques situées.
Par exemple, dans plusieurs villes, pour acheter un titre de transport ou encore emprunter un
document à la bibliothèque de façon autonome, il faut passer par l’écran tactile. Par contre, pour
les personnes avec un handicap, les bornes en libre-service avec écran tactile peuvent être un
obstacle à l’accessibilité en rendant plus difficile l’utilisation de certains services. Ce projet de
recherche se penche sur cette problématique afin d’explorer comment les personnes avec
handicap arrivent à utiliser les écrans tactiles malgré les différents obstacles qu’ils rencontrent
dans la ville de Montréal. Pour y arriver, ce mémoire a été construit en trois temps. Il comporte
d’abord une revue de littérature afin de comprendre les différents enjeux liés aux thématiques du
handicap et de l’accessibilité en mobilisant notamment le concept d’affordance. Ensuite, il
présente, d’une part, le bricolage méthodologique ayant permis d’en savoir plus sur l’expérience
vécue des participantes et participants à l’aide de données mixtes et d’autre part, les
considérations éthiques ayant guidé l’élaboration du projet. Finalement, ce mémoire présente les
données récoltées sur le terrain et discute des thématiques ayant émergé de l’analyse de ces
données : le rapport qu’entretiennent les participantes et participants au temps, les diverses
tactiques utilisées pour négocier l’usage des écrans tactiles, l’interdépendance de toutes les
parties impliquées dans le fonctionnement d’un dispositif numérique et la façon dont les
participantes et participants du projet sont apparus dans l’horizon des écrans tactiles qu’ils ont
utilisés. / In recent years, the automation of services and the development of information technologies have
led to a proliferation of touch screens in urban spaces. This proliferation has contributed to the
emergence of new situated uses and practices. For example, in several cities, to buy a transport
ticket or even borrow a document from the library independently, you have to go through the
touch screen. On the other hand, for people with disabilities, self-service kiosks with touch
screens can be an obstacle to accessibility by making it more difficult to use certain services.
This research project focuses on this issue in order to explore how people with disabilities
manage to use touch screens despite the various obstacles they encounter. To achieve this, this
research paper was constructed in three stages. It first includes a literature review in order to
understand the various issues related to the themes of disability and accessibility by mobilizing
the concept of affordance. Then, it presents, on the one hand, the methodological bricolage that
made it possible to learn more about the lived experience of the participants using mixed data
and, on the other hand, the ethical considerations that guided the development. of the project.
Finally, this thesis presents the data collected in the field and discusses the themes that emerged
from the analysis of this data: the relationship that the participants have to time, the various
tactics used to negotiate the use of touch screens, the interdependence of all the parties involved
in the operation of a digital device and the way in which the participants of the project appeared
in the horizon of the touch screens they used.
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<b>Understanding The Role of Ableism in Higher Education</b>Vanessa Lynn LaRoche (17621220) 12 December 2023 (has links)
<p dir="ltr">Institutions of higher education within the United States have not had a reputation of inclusivity. The discrimination and oppression of people with disabilities is an important topic of conversation within these educational spaces, not only to change the way that society thinks of disability on a whole, but to incite discussions surrounding the best ways to support students with disabilities and their educational goals. This paper will provide a deconstruction of what ableism is, how it impacts mental health and wellness and how it shows up within institutions of higher education. This paper will also provide details on a training course for higher education faculty members that provides practical applications of the ethical ways of creating a supportive learning environment for students with disabilities. This paper will explore how critical disability theory, the social model and some aspects of the medical model can be utilized to provide faculty and staff with the competency to understand and interact with students with disabilities in ways that not only support their learning but contribute to positive social change and the deconstruction of ableist actions.</p>
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