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Journal of disability studies in education最新文献

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The School of No Fun and No Play: Learning How to Create Supportive Environments from Children with Osteogenesis Imperfecta 没有乐趣和游戏的学校：向成骨不全症儿童学习如何创造支持性环境
Journal of disability studies in education Pub Date : 2024-01-16 DOI: 10.1163/25888803-bja10027
Brenda Cleary, Warren Linds, Franco A. Carnevale, K. Thorstad, Frank Rauch, A. Tsimicalis
{"title":"The School of No Fun and No Play: Learning How to Create Supportive Environments from Children with Osteogenesis Imperfecta","authors":"Brenda Cleary, Warren Linds, Franco A. Carnevale, K. Thorstad, Frank Rauch, A. Tsimicalis","doi":"10.1163/25888803-bja10027","DOIUrl":"https://doi.org/10.1163/25888803-bja10027","url":null,"abstract":"\u0000Children with medically complex dis/abilities hold sophisticated views on effective school leadership, adapted built environments, inspiring peer solidarity, catalyzing transformational solutions and a possible school-hospital liaison model to support student well-being. Using child-centric collaborative techniques, this ethnodramatic study engaged children with osteogenesis imperfecta (oi), a rare genetic disease, to create a children’s book describing their moral experiences to be disseminated to other children and families. Children living with oi experience ongoing medical interventions and dis/ability that broadly jeopardized the quality of their academic experience relative to their peers. As such, children living with oi offered trenchant insight into what supports and thwarts operationalization of their values and highlights the programs, leadership, services and paradigm shifts they feel that they need to flourish in the academic context.","PeriodicalId":499807,"journal":{"name":"Journal of disability studies in education","volume":"50 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139527849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Discursive Organization of Disability as a Moral and Epistemic Construct within a University Accommodations Office 大学住宿办公室中作为道德和认知建构的残疾话语组织
Journal of disability studies in education Pub Date : 2023-10-30 DOI: 10.1163/25888803-bja10025
Shelby Forbes
{"title":"The Discursive Organization of Disability as a Moral and Epistemic Construct within a University Accommodations Office","authors":"Shelby Forbes","doi":"10.1163/25888803-bja10025","DOIUrl":"https://doi.org/10.1163/25888803-bja10025","url":null,"abstract":"Abstract Definitions of disability abound, but it has been represented in prevailing social discourses as both proper to the individual and the medical institution. Discourses that portray disability as such are inherently interdiscursive in nature, as they draw upon, and are embedded within, larger discourses of what counts as evidence of not only knowledge, but knowledge of disability in particular. By employing a discourse analytic approach to analyzing in-depth interviews with members of a university accommodations office, I show how they locally reproduce and inadvertently reaffirm such discourses of disability, as they organize disability according to type: physical and cognitive. In their talk, these categories of disability are presented as oppositional and hierarchical constructs, with physical disability being discursively constructed as preferable to cognitive disability. I consider how this practice ties into an empiricist tradition that argues that to know disability means that it must be observable, measurable, or otherwise verifiable.","PeriodicalId":499807,"journal":{"name":"Journal of disability studies in education","volume":"128 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136107074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Stories of Surveillance and Resistance: Young People with Dwarfism and Teaching Assistants in Secondary Schools in the United Kingdom 监视与抵抗的故事:英国的侏儒症青少年和中学助教
Journal of disability studies in education Pub Date : 2023-09-27 DOI: 10.1163/25888803-bja10024
Antonios Ktenidis
{"title":"Stories of Surveillance and Resistance: Young People with Dwarfism and Teaching Assistants in Secondary Schools in the United Kingdom","authors":"Antonios Ktenidis","doi":"10.1163/25888803-bja10024","DOIUrl":"https://doi.org/10.1163/25888803-bja10024","url":null,"abstract":"Abstract Teaching Assistants ( ta s) are described as key figures in the inclusion of disabled young people in mainstream schools. However, disabled young people’s insights into ta s’ support remain limited. This paper contributes to such insights by exploring the experiences of young people with dwarfism in secondary education with their ta s in the United Kingdom, drawing on their qualitative, first-hand accounts. I engage in a Foucauldian analysis of ta s’ support, where I argue that, under the guise of support, disabled young people sustain ta s’ panoptic surveillance, aiming at their normalisation. Nevertheless, the stories reveal modes of surveillance that go beyond panopticism, such as panauralism. Moreover, the stories demonstrate how young people resist to their surveillance by re-turning the gaze to their ta s, exercising the synoptic gaze. The paper concludes by considering the contributions of those stories, including the need to consider surveillance in relational terms, its multi-sensory nature, and its constitutive power.","PeriodicalId":499807,"journal":{"name":"Journal of disability studies in education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135580155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Front matter 前页
Journal of disability studies in education Pub Date : 2023-02-15 DOI: 10.1163/25888803-03010000
{"title":"Front matter","authors":"","doi":"10.1163/25888803-03010000","DOIUrl":"https://doi.org/10.1163/25888803-03010000","url":null,"abstract":"","PeriodicalId":499807,"journal":{"name":"Journal of disability studies in education","volume":"356 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135683188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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