Youth with intellectual and developmental disabilities (ID/DD) face significant barriers to social inclusion (Hill, Davis, Prout, & Tisdall, 2004; Koller, Pouesard, & Rummens, 2018; Simplican, Leader, Kosciulek, & Leahy, 2015) that are counter to their fundamental rights (Browne & Millar, 2016) and associated with negative social and emotional outcomes (e.g., Koller et al., 2018). It is therefore critical that research uncover strategies for removing these barriers. Extracurricular activities provide an important context for fostering social inclusion of youth with ID/DD, and federal law has language specific to ensuring students with disabilities access to extracurricular activities (Individuals with Disabilities Education Improvement Act, 2004, § 614[d][1][A][i]; U.S. Department of Education, 2011). However, relatively few students with ID/DD participate in extracurricular activities compared to students with other disabilities and students without disabilities (e.g., Lipscomb et al., 2017). States hold increasingly significant power and autonomy over the implementation of federal educational policy (Knackstedt, Leko, & Siuty, 2018). Yet, heretofore there has been no systematic, state-level analysis of policies related to social inclusion for youth with ID/DD in extracurricular activities. This study provides a state-level analysis of policies related to social inclusion of youth with ID/DD in extracurricular activities. Directed content analysis found that states varied widely in their number and content of policies regarding inclusion of students with disabilities in extracurricular activities. No states used the terms inclusion or social inclusion in their policies, highlighting the divide between academia and policy in defining and examining special education issues. There was no finding of a formal, regular mechanism federally or by states to measure and report extracurricular activity participation for students with disabilities. Through the lens of a rights-based, leisure justice, socio-ecological framework, several areas for potential research were identified and recommendations are provided for researchers, federal and state policymakers, school districts, extracurricular program staff, students, and families. These results can inform stakeholders of potential avenues for increasing participation of youth with ID/DD in extracurricular activities, and in turn can help to optimize the social inclusion of youth with ID/DD.

No description available.

abstract: Coming out from under the shadow of sight, blindness has a story to tell. From Tiresias to The Miracle Worker, literary and visual representations of blindness are cornerstones of compelling tales of loss and overcoming. In support of the inherent value of sight, these conventional narratives overshadow the stories and lived experiences of blind people themselves. In light of this misrepresentation, I explore what it means to read, write, and see blindness, as well as consider the implications of being blind in present-day Latin America. I achieve this through a transnational and interdisciplinary analysis of novels, short stories, film, and photography by blind and sighted artists and writers whose work has been published or exhibited after the year 2000. In this context, I will demonstrate how blindness can serve as a lens through which the production and reception of narrative and visual culture can be critically evaluated from a blind person’s perspective. Most importantly, this dissertation showcases the critical and creative work of blind people in order to demystify stereotypes and contextualize anxieties surrounding blindness, perception, and identity. / Dissertation/Thesis / Doctoral Dissertation Spanish 2018

No description available.

Recently, disability and writing studies scholars have demonstrated the extent to which widely accepted approaches to the teaching of writing fail to address the fraught intersection between mental disability and academic commonplaces, such as multimodal texts and assignments, with real consequences for the well-being of our students (Yergeau; Oswal; Selfe). Given the dramatic rise of online and other multimodal forms of instruction that has characterized and continues to shape college writing classrooms in the era of COVID-19, the barriers to access (social, physical, and institutional) that exist in multimodal writing classrooms require deeper examination. Drawing upon disability studies scholarship from Price, Kerschbaum, and Walters, my dissertation examines the complex relationship between writing instruction and mental disability in the context of Metro University’s First Year Writing Program (FYWP) and explores the affordances disabled students bring to bear on the multimodal spaces of their writing classrooms. In addition to examining the program’s standard syllabus, policies, and assignments, I conducted individual interviews with Metro undergraduate students, including students with disabilities, to collect data on students’ experiences of course policies (e.g., participation; grading) and practices (e.g., online peer review; multimodal composing) in the first-year writing classroom. I used methods drawn from critical discourse analysis and disability studies to identify elements of the curriculum that presented potential barriers to students with mental disabilities, including cumulative, interconnected penalties for absences, tardiness, and late work; a policy of not grading essay drafts; and the absence of policies designed to address issues linked to mental health. My analysis has revealed conflicting levels of access to participation in the course, pointing to the need for multimodal learning environments flexible enough to address a wide range of access needs at once. This work contributes to emerging writing and disability scholarship on the role of multimodality in developing non-normative writing pedagogies and inclusive program designs. The study was reviewed by the IRB and deemed not to be human subjects research. It was conducted in partnership with the university’s Disability Resources and Services and FYWP, which adopted attendant policy recommendations. / English

General education teachers are critical contributors to the successful inclusion of students labeled with learning disabilities in general education classrooms. Similarly, teacher beliefs about disability labels significantly influence how teachers include or exclude students labeled with a learning disability in their classrooms. This qualitative study investigated eight secondary general education teachers’ attitudes towards inclusion and their experiences teaching students labeled with a learning disability from a Critical Disabilities Studies perspective. Data were collected using an innovative qualitative method, Q methodology, in order to surface distinct perspectives within the group about inclusion and the experience of teaching students labeled with a learning disability in their classes. The data bore that while teachers agree with the aspirations of inclusive education, they insist they are not capable of teaching students labeled with a learning disability. These findings support the need for systemic change within teacher preparation programs and schools that can disrupt deficit notions of disability.

Post-secondary education is an aspiration for many students; however, students with intellectual disabilities are provided few opportunities to pursue this dream. Current practices in the Ontario system of education frequently segregate and exclude students with intellectual disabilities from participation in the educational opportunities that are provided to non-disabled students. These educational practices ultimately limit opportunities for students with intellectual disabilities, and as such, fail to provide sufficient credentials to these students so they can participate in post-secondary education or employment. In recent years, alternative routes through post-secondary education across Canada, and in Ontario, have been emerging for students with intellectual disabilities. Yet, these opportunities are not enshrined in government policies or post-secondary practice, and are only provided at the discretion of a handful of post-secondary institutions across Ontario. The purpose of this study is to provide an understanding of the inclusive post-secondary education experience from the perspectives of students who were participating in inclusive college programs in Ontario. Seven participants were recruited from two colleges in Ontario that provide an inclusive post-secondary experience for students with intellectual disabilities. Through a disability studies framework, a qualitative phenomenological methodology was employed in this study to empower the participants to share their stories and hear their voices. Three in-depth individual interviews using photo-elicitation were used to invite participants to offer a rich, detailed, first-person account of their experiences in inclusive post-secondary education. Each participant’s unique story of their college experience is highlighted as a Student Portrait. The main themes that emerged from the participants combined experiences were academic growth and development, interpersonal relationships and social networks, career development and employment potential, and self-determination. Findings from this study provide evidence of the positive outcomes of participation in post-secondary education for students with intellectual disabilities, including an anticipated positive impact that would extend well into the futures of each participant. This study highlights the need for post-secondary education reform to increase such opportunities for students with intellectual disabilities. / Thesis (Ph.D, Education) -- Queen's University, 2013-09-06 10:23:21.317

三十多年來，基於自身家屬的經驗，我一直以為傷殘家庭面對的問題是源於傷殘。之後我從文獻中發現，那更是植根健全和性別的一個社會建構。我把它們結合為「傷殘／性別」問題──既是傷殘中加入性別觀點，也是在性別裡看傷殘，更是兩者彼此並存的狀態。我將「傷殘」放置在「／」之前，是因香港較缺乏直接顛覆傷殘概念的探討。而性別交錯傷殘後，意義越見複雜。 / 2002年，結合女性主義與傷殘理論的女殘理論批評，主宰性別權力關係的父權體系，勾結宰制傷殘的「健全／傷殘」系統，把傷殘陰性化，造成雙重歧視。主流文化再現是歧視的來源之一，同時傷殘者又可自行建立「新的象徵文化」。此理論主張：「只要活得夠長命，我們終有一天會變成傷殘。」2004年，連結傷殘與酷兒理論的打殘理論則主攻健全標準：「健全操演性所要揭穿的是：健全身體的常態是本質地不存在，亦不可能具現，那麼，實際上我們都是傷殘！」理論核心「健全惑亂」企圖說穿健全概念本身才是傷殘麻煩所在。健全沒有原型，而是重覆建構的標準，交錯異性戀健全家庭霸權，形成傷殘歧視，也排斥傷殘同志。為抵抗它，我們要開拓「酷兒／殘廢新論述」。 / 兩個理論重新建立我們與傷殘的關係：傷殘不再屬於少數人的事，我們甚至要推倒健全的概念。我以它們為香港性別研究設定新位置：結合女殘和打殘，搭建「傷殘女性主義」，由傷殘及健全同時著手處理日常矛盾，直指傷殘中的父權和異性戀霸權，重申傷殘去性化的問題和傷殘酷兒家庭的新想像。我更從三個文本中反思行動的可能：分析香港主流媒體的傷殘形象，說明傷殘商品化和傷殘治理的問題；追溯香港民間傷殘團體的發展，勾勒其傷殘／性別文化歷史；探討研究員拍攝的紀錄片《金猛》，展現傷殘家庭介入的可能。 / 本研究遊走理論、運動和自身傷殘家庭經驗，屢遇挫敗。但我仍深信，傷殘／性別作為回應當下香港語境的一種「方法」──一種學術方法、一個運動策略或一項家庭改革，均具積極的社會意義。 / For more than 30 years, I used to think the problems that families with disabled members, including mine, are facing, are derived from the disabilities. But then I discovered from the literature, the construction of ability and gender is another important root of the trouble. I combine and name it as the trouble of "disability/gender". It is not only about adding gender to the disability issue, but also considering gender under the perspective of disability, with the purpose to study their coexistence. In Hong Kong, there is lack of discussion on the subversion of the concept of disability, so that "disability" is placed in front of gender. And the meaning of gender become more complicated when it intersect with "disability". / In 2002, merging Feminism into Disabilty, Feminist Disability Theory criticizes the interection of patriarchy and "ability/disability system". They feminize disability and construct the problem of double discrimation. Cultural representation is one of the sources of the discrimination. Meanwhile, people with disabilities can initiate "cutlural resymbolization'. It emphasises disability is the most human experience. If we live long enough, it touches us all. In 2004, linking the relationship between disability and Queer theory, Crip theory saids, 'the ability performativity tries to reveal: [able-bodiedness] offers normative, positions that are intrinsically impossible to embody. In fact, we are all disabled.' "Ability trouble" is the real problem of disability. There is no origin of ability. When we construct the standard of ability repeatedly under the hegemony of heterosexual abled family form, disability discrimination develop subtly. It also exile the crip-queer. In order to resist it, we should build up more 'new Queer/Cipple discourse'. / Both theories establish a new relationship of disability with us. Disability does not only belong to the minority. The concept of ability should be pulled down. In this thesis, I set up a new position for Hong Kong gender studies by integrating them, namely "Disabled Feminism". It means that we need to deal with different daily conflicts involving disability and ability, as well as to build up a new relationship. It addresses the problem of patriarchy and heterosexual hegemony, reemphasises the problem of asexualization of disability and reimages the new "crip-queer family". Then, I use three main texts to illustrate the possiblity of local action. First, by analysing the image of the disabled amongst the local media, we can see the problem of disabilization and the govermentality of disability. Secondly, by tracing the development of the organization of disability from civil society, we can map out the history of "disability/gender" in Hong Kong. Thirdly, by looking into the documentry produced by the researcher, we can explore the possibilities of intervention by the disabled family. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 黃彩鳳. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 271-283). / Abstracts also in English. / Huang Caifeng.

La straordinaria attenzione sociale e culturale che nelle ultime decadi si è rivolta alla diagnosi di autismo/sindrome di Asperger chiama a una riflessione più ampia per contestualizzarne levenienza come oggetto culturale. Il presente lavoro muove in tale direzione, proponendosi di individuare le coordinate sociali, istituzionali e culturali che hanno portato a una simile esposizione delle disabilità relazionali. Storia quindi dello spettro autistico e sua preistoria, ovvero ricerca su come le forme della non conformità alle attese dellaltro nellinterazione in presenza siano state tematizzate, anteriormente al modello medico e ai suoi albori. A fianco della ricerca storica si è inoltre cercato di sostanziare il discorso di contestualizzazione culturale dello spettro autistico in quellambito settoriale dei Disability Studies che sono i Critical Autism Studies attraverso una ricognizione degli autori e dei temi. / A extraordinária atenção social e cultural que nas últimas décadas tem se dado ao diagnóstico do autismo/síndrome de Asperger convida a uma reflexão mais ampla para contextualizar o seu acontecimento como objeto cultural. É nesta direção que se move o presente trabalho, buscando identificar as coordenadas sociais, institucionais e culturais que levaram a tal exposição da deficiência relacional. Fala da história do espectro do autismo e sua pré-história ou a investigação sobre como as formas de não-conformidade com as expectativas da interação na presença do outro foram contextualizados, antes do modelo médico e em seus primeiros dias. Além disso, também têm procurado articular o discurso da contextualização cultural do espectro do autismo na area dos estudos sobre a deficiência chamada Critical Autism Studies por meio de um levantamento analítico dos autores e dos temas.

The present study explored advance year Master of Social Work (MSW) candidates and graduated social workers perceived preparedness to serve individuals with developmental disabilities (DD). There has been minimal of studies that have explored perceived preparedness in serving individuals with DD, more specifically in the field of social work. Due to the lack of research on the topic and the recent growth of the DD population, the present research was an exploratory project that utilized qualitative techniques. Data was collected through face-to-face interviews that analyzed advance year Master of Social Work candidates and graduated social workers perceived preparedness serving individuals who are developmentally disabled. The findings of this study suggested that Master of Social Work candidates and graduated social workers are not prepared to serve the DD population. Based on the qualitative analyses, four themes emerged about social workers serving the DD population. The implications of this study include the need for reevaluation of the Council on Social Work Education accreditation standards and ethical standards put forth by the National Association of Social Workers (NASW).