bluuebunny/crossref_metadata_2025 huggingface dataset:
Enhancing the Full Potential of Persons with Disabilities through Sports in the 21st Century
Authors: Wanderi Mwangi P , Mwisukha Andanje , Bukhala Peter W
Published: March 2016

As early as 460 BC, Hippocrates, the famous Greek Physician and Father of Medicine acknowledged the importance of exercise for strengthening the body, enhancing recovery from diseases, and for prevention and care of mental problems. Indeed, according to the available literature, regular physical activity has been variously said to prevent osteoporosis, heart problems, type II diabetes mellitus, lower back ache, migraine headaches, among many other infirmities. Sports also liberate and enhance character development. These benefits of sports and exercise to the community must be enjoyed by people with and without disabilities without favor or discrimination. Similarly, a lot has so far been achieved on enhancing the full potential of people with disabilities through sports in Kenya and elsewhere in the world, both historically and in contemporary days. For instance, Pierre de Coubertin’s effort in reviving the Modern Olympics in 1896 emanated from his strong desire to transform the French population into a formidable, cohesive nation; a desire that he later extended to the rest of the world.  de Coubertin’s modern Olympics desire of enhancing people’s capacity through sports has today led to the Paralympics movement which ensures among other things that, persons with disabilities are not marginalized in the local and global society. It is in line with this background that Kenya has made a tremendous effort in ensuring a full involvement of the persons with disabilities in sports for the aforementioned benefits. This paper illustrates the efforts that have been made in Kenya today toward enhancing the life of persons with disability via sports programs both within the educational institutions and within the community at large.
Disability in Contexts of Displacement
Authors: Karanja Michael
Published: March 2016

no abstract available
Living With Learning
Authors: Gicoru Hirst Nereas N
Published: March 2016

no abstract available
Media and Disability in Kenya
Authors: Njogu Kimani
Published: March 2016

Persons with disabilities (PWD) in Kenya become involved with the media for a wide range of reasons, including as reporters or activists challenging attitudes, practices, and policies, and to urge for a better representation of themselves and of their experiences. They may also be presented as newsmakers, such as in the case of the award-winning Kenyan athlete, Henry Wanyoike, who has won numerous medals despite his visual disability. In spite of these presences, media in Kenya have a long way to go in order to represent persons with disability in their completeness. Most media present persons with disabilities as objects of pity whose accomplishments must be held in awe. Yet the industry can play a central role in attitude and policy change at household, community, and national levels. In this article, we will consider ways in which media in Kenya can play a positive role in bringing to the fore disability issues, facilitating pro-disability behaviour, and ensuring the implementation of policies that protect the rights of people with disabilities.
"For I name thee…": Disability Onomastics in Kenyan Folklore and Popular Music
Authors: Wa-Mungai Mbugua
Published: March 2016

no abstract available
Introduction, "Disabled Shakespeares"
Authors: Hobgood Allison P. , Wood David Houston
Published: March 2016

no abstract available
Shakespeare's Henry VIII: Stigmatizing the "Disabled" Womb
Authors: Nelson Mary K.
Published: March 2016

In keeping with many disability theorists’ belief that disability is largely socially constructed, Shakespeare’s Henry VIII constructs Katherine of Aragon and Anne Boleyn as possessors of “disabled wombs.” Despite their proven fertility, for both women bear healthy daughters, their failure to birth sons leads to their depiction as disabled. The subsequent treatment that Katherine and Anne endure mirrors the experiences that disabled people have historically faced: they are blamed for their conditions, which are viewed as indicators of sinful activity, stigmatized, and sequestered, both from their own daughters and the world. The play concludes with the christening of Elizabeth, who resisted the pressure to conform to the biological paradigm of maternity and established herself as a metaphoric mother to her people. In so doing, Elizabeth escaped her own mother’s fate: designation as a disabled queen mother.Keywords: early modern maternity, early modern disability, Shakespeare’s Henry VIII
Autism Functions/The Function of Autism
Authors: Murray Stuart
Published: March 2016

This article asserts that an idea of function is central to the loose public understanding of the ways in which autism is thought to operate in the world. It charts the multiple meanings of an idea of function and functioning across a number of examples–the early diagnostic writing of Leo Kanner and Hans Asperger, the subsequent development of their ideas in the formation of the languages of cognitive psychology and social psychiatry in which autism is discussed, and the languages of charities and foundations–before then looking at how this notion of function works in contemporary cultural/media moments. Here, the article uses two UK-based examples--a recent theatrical production of Rain Man in London and the reporting of the association between autism and crime--to argue that the notion of function is a fundamental and dangerous simplification of the ways in which autistic presence and intelligence actually manifest themselves.
"A Mother's Understanding": Dark Card by Rebecca Foust
Authors: Mukhopadhyay Tito Rajarshi
Published: March 2016

No abstract available
Leaving the Ivory Tower of Asperger Syndrome
Authors: Paradiz Valerie
Published: March 2016

No abstract available
Dissed Ability: Grappling with Stereotypes and the Internalized Oppression of Babyliss
Authors: Pentzell Nick
Published: March 2016

No abstract available
More Than a Thing to Ignore: An Interview with Tito Rajarshi Mukhopadhyay
Authors: Savarese Ralph James
Published: March 2016

No abstract available
Science Fictions: Figuring Autism as Threat and Mystery in Medico-Therapeutic Literature
Authors: Rocque Bill
Published: March 2016

This paper explores the figuring of autism as both threat and mystery within medico-therapeutic discourses. These figurations carry powerful meanings that may be drawn upon to further scientific, therapeutic and political projects. Despite having its origin in the “helping professions,” such imagery is damaging to people with autism, but it does not stand uncontested. Counter-figurations--representations offered by people labeled autistic and their allies--challenge dominant medico-therapeutic narratives in order to make positive self-definition possible. Contestation over the meaning of autism pointedly demonstrates that, despite being a biogenetic condition, ASD has clear sociocultural and political dimensions that affect how neurotypicals act toward those labeled autistic.
Representing Autism: Culture, Narrative, Fascination by Stuart Murray
Authors: Rose Irene
Published: March 2016

No abstract available
Introduction to DSQ Special Issue: “Why is There Learning Disabilities?”— Revisiting Christine Sleeter’s Socio-political Construction of Disability Two Decades On
Authors: Connor David J , Ferri Beth A
Published: March 2016

This article serves as an introduction to the special edition of Disability Studies Quarterly dedicated to revisiting Christine Sleeter’s germinal 1987 publication, “Why is There Learning Disabilities? A Critical Analysis of the Birth of the Field in Its Social Context.” In this introductory essay we first highlight the influence of Sleeter’s work in historicizing disability and normalcy, learning and schooling, asking readers to consider social class and race in the construction of learning disability. Second, we position her in a community of other critical special educators who troubled existing beliefs and practices within the field of special education. Third, we briefly review the thirteen articles featured in this special issue, noting how each engages with ideas from Sleeter’s original analysis. Fourth, we trace how Sleeter and other researchers influenced the emergence of disability studies, and particularly disability studies in education (DSE). In closing, we acknowledge the ongoing schism between DSE and traditional special education, taking strength from the work of Sleeter and other critical special educators who have gone before us, and remain ever optimistic for a more open dialogue.
Hiding in Plain Sight: The Nature and Role of Theory in Learning Disability Labeling
Authors: Gallagher Deborah
Published: March 2016

In what follows, I outline the development of learning disability theory through an analysis of efforts to inaugurate viable criteria for identification, attending particularly to internal controversies among leading American learning disability scholars surrounding the new Response to Intervention (RTI) model. Next, I use this analysis as a vehicle to discuss the larger problem with theory in the social sciences and conclude by exploring alternatives to theory as commonly understood.
“Telling It Like It Is: The Role of Race, Class, & Culture in the Perpetuation of Learning Disability as a Privileged Category for the White Middle Class”
Authors: Blanchett Wanda J
Published: March 2016

For more than 40 years, the American educational system has used mild disability special education categories to sort students on the basis of perceived disability, race, culture, language, and social class. Accordingly, African American and other students of color have the highest risk ratio for being placed in special education and they received the most segregated special education placements (Blanchett, Mumford, & Beachman, 2005; Dunn, 1968; Losen & Orfield, 2002; Mercer, 1973).  How the social constructions of mild disabilities and learning disabilities, in particular, perpetuate learning disability as a privileged category for the White Middle Class while marginalizing students of color has been largely missing in the disability studies and disproportionality debates. The purpose of my paper is to commemorate and revisit Sleeter’s seminal work while contextualizing it within contemporary debates by address the following four questions: (1) What is the historical context of the treatment of African American and other students of color in special education?; (2) Is learning disabilities a category of privilege for the privileged?; ( 3) What is the social cultural context of learning disabilities in the 21st century?; and (4) In what ways do students who receive the same label of LD have very different in-school and post school experiences based upon the intersection of race and class with LD?
Sentence Fragments, Reflections, Learning Disability
Authors: Burstein David
Published: March 2016

No abstract available
Confronting the Discourse of Deficiencies
Authors: Dudley-Marling Curt , Paugh Patricia
Published: March 2016

A body of scholarship has challenged the narrative of learning disabilities as a story of progress focused on the needs of individual students. In this alternative formulation, learning disabilities reinforces a pernicious discourse of deficiencies that sustains the dominant myths of schooling while absolving schools, teachers, and (some) parents of responsibility for educational failure. In this paper we discuss excerpts from an inquiry project involving four teachers, each of whom worked with students who had acquired a special education label. The goal of the inquiry was to challenge the teachers to shift their gaze from what students who struggle academically cannot do to what makes them smart. The teachers had little difficulty taking up a social constructivist frame but readily defaulted to the language of deficiencies when discussing their own students. Arguably, challenging deficit discourses challenged the dominant discourse of schooling and threatened their status as teachers.
“my name is jay”: On Teachers’ Roles in the Overrepresentation of Minorities in Special Education and What Teacher Education Can Do
Authors: Baglieri Susan , Moses Akintoye
Published: March 2016

The authors respond to issues in the learning disability field raised by Sleeter’s 1987 work to propose that work in teacher education can address the problem of overrepresentation of minority students in special education by making the discourses that produce disability visible to those who often initiate the process of disability diagnosis—teachers. An overview of current educational perspectives that have an impact of solving the problem of overrepresentation is followed by a dual-voiced presentation and reflection on labor that the co-authors performed in relation to an assignment for a graduate class entitled Positive Approaches to Challenging Behavior. We highlight complexities surrounding and materializing within teacher education. In presenting artistic work that conjures experiences of people of African descent in America, we problematize discourses of racial tolerance that continue to privilege Eurocentric approaches to reconciling historical and contemporary wronging.
A Disability Story
Authors: Stein Isaac
Published: March 2016

No abstract available
The Art of Disability: An Interview with Tobin Siebers
Authors: Levin Mike , Siebers Tobin
Published: March 2016

No abstract available
Our Dance Dance Revolution
Authors: Schalk Sami
Published: March 2016

No abstract available
Out of Control: The Rhetoric of Gastrointestinal Disorders
Authors: Vidali Amy
Published: March 2016

This article suggests that IBS, and its relationship to disability studies, can be better understood by examining the rhetorics surrounding gastrointestinal (GI) disorders. To understand the function of GI rhetorics, I examine three rhetorical sites: (1) communal meal settings and the rhetorical politics of food refusal; (2) historical and contemporary texts that gender gastrointestinal distress; and (3) rhetorics of cure and control in advertising for GI-related products, particularly Zelnorm and Activia. The article concludes that changing attitudes about gastrointestinal disorders is not so much about controlling our bodies, but reclaiming the rhetorics of these disorders.
The Not-Yet-Time of Disability in the Bureaucratization of University Life
Authors: Titchkosky Tanya
Published: March 2016

No abstract available
Enabling Art History: Review of Millett-Gallant, The Disabled Body In Contemporary Art; and Ross, The Aesthetics of Disengagement
Authors: Derby John
Published: March 2016

No abstract available
Choice of a Lifetime: Disability, Feminism, and Reproductive Rights
Authors: Caeton D.A.
Published: March 2016

The prevailing understanding is that feminism, both as activism and theory, harmoniously overlaps with disability studies. This article, however, seeks to more closely scrutinize the relationship between the two fields. Through an examination of reproductive rights — a particularly divisive issue — this article argues that technocultural arrangements of the body reveal a potential disjuncture between feminism and disability. The rhetoric surrounding reproductive rights frequently focuses on choice, health, and control. Such terms function according to different valences when thought through from the vantage of disability. Moreover, it becomes difficult to understand how a generalized form of abortion can allow for the specific protection of fetuses that exhibit forms of disability. While not fatalistic about the possibility of a reciprocal arrangement between disability and feminism, this article does caution that disability must be understood on its own terms before it can form beneficial relationships with other fields.
Lomax's Matrix: Disability, Solidarity, and the Black Power of 504
Authors: Schweik Susan
Published: March 2016

No abstract available
Students with Disabilities in Urban Massachusetts Charter Schools: Access to Regular Classrooms
Authors: Wilkens Christian
Published: March 2016

This paper examines the access of students with disabilities to regular classrooms in charter and traditional schools in cities across Massachusetts. Public school enrollment and placement data are examined for 2003-07; overall, access to regular classrooms showed high variability by city. Urban charter schools educated significantly lower percentages of students with disabilities in substantially separate classrooms (0-5.7%), compared to urban traditional schools (15.0%-45.8%); however, charter schools enrolled significantly fewer students who are not easily included in regular classes. Both charter and traditional schools have increased regular classroom access considerably from 2003-2007. Discussion focuses on the challenges of interpreting variability in regular classroom access, given major enrollment gaps of students with disabilities between charter and traditional schools. Future policy and regulatory work should emphasize improving charter school access among students with disabilities.
Fatigue Scales and Chronic Fatigue Syndrome: Issues of Sensitivity and Specificity
Authors: Jason Leonard , Evans Jason Meredyth , Brown Molly , Porter Nicole , Brown Abigail , Hunnell Jessica , Anderson Valerie , Lerch Athena
Published: March 2016

Few studies have explored issues of sensitivity and specificity for using the fatigue construct to identify patients meeting chronic fatigue syndrome (CFS) criteria. In this article, we examine the sensitivity and specificity of several fatigue scales that have attempted to define severe fatigue within CFS. Using Receiver Operating Characteristic (ROC) curve analysis, we found most scales and sub-scales had either significant specificity and/or sensitivity problems. However, the post-exertional subscale of the ME/CFS Fatigue Types Questionnaire (Jason, Jessen, et al., 2009) was the most promising in terms of specificity and sensitivity. Among the more traditional fatigue scales, Krupp, LaRocca, Muir-Nash, and Steinberg’s (1989) Fatigue Severity Scale had the best ability to differentiate CFS from healthy controls. Selecting questions, scales and cut off points to measure fatigue must be done with extreme care in order to successfully identify CFS cases.
Review of Siebers's Disability Aesthetics
Authors: Hetrick Nicholas
Published: March 2016

No abstract available
Review of Moolman's Tilling the Hard Soil: Poetry, Prose, and Art by South African Writers with Disabilities
Authors: Ferris Jim
Published: March 2016

No abstract available
Review of TV's House and Thernstrom's The Pain Chronicles: Cures, Myths, Mysteries, Prayers, Diaries, Brain Scans, Healing, and the Science of Suffering
Authors: Golesorkhi Heidi
Published: March 2016

No abstract available
Disproportionality Among Postsecondary Students Seeking Evaluation to Document Disabilities
Authors: Pellegrino Amanda , Sermons Beverly , Shaver George
Published: March 2016

The race/ethnicity disproportionality in identification of special education disability classifications in K-12 education and psychological disorders in the general population has been explored for many years. Other disproportionality trends exist in postsecondary enrollment. However, there is little exploration of the convergence of these phenomena and the representation of students with disabilities in postsecondary education disability service programs. Longitudinal data collected at an evaluation center serving thirteen colleges and universities in Georgia indicate that African-American students are significantly underrepresented in seeking documentation to receive accommodations for disabilities such as learning disabilities, Attention Deficit/Hyperactivity Disorder, and psychological disorders. This trend appears to contradict national trends of proportional representation of reporting disabilities among race/ethnicity groups at postsecondary institutions.
Constructions of Disability at a University in Hong Kong: Perspectives of Disabled Students, Staff Members, and Instructors
Authors: Gilson Christie , Dymond Stacy
Published: March 2016

A qualitative study of university students with disabilities, instructors, and staff in Hong Kong was conducted to learn how disability was thought about and acted upon. Interviews with five disabled students, nine instructors, and six staff at a large university in Hong Kong were conducted over the course of a semester. Content analysis of the transcribed interviews yielded findings related to shame and stigma of disability, instructors’ admiration of disabled students, and disabled students’ varying levels of comfort in identifying as disabled. The medical model of disability framed how disability was viewed by many participants. Disabled students’ willingness to disclose their disabilities to university instructors varied depending on the situations they encountered. Implications from this research point to the need for articulation of best practices in self-advocacy as the presence of disability becomes more apparent and welcomed in Hong Kong and greater China.
Toward a Feminist Reading of the Disability Memoir: The Critical Necessity for Intertextuality in Marya Hornbacher’s Wasted and Madness
Authors: Day Ally
Published: March 2016

In this paper, I argue that, through an examination of Hornbacher’s intentional rhetorical intertexuality, we can provide a feminist reading of disability life writing that resists essentializing assumptions about illness and leaves room for intersectional understandings of disability key for feminist analysis.  I ask: How does the comorbidity of mental illness challenge our understandings of the self in disability life writing? What does disability life writing, when mental illness is taken into account, do for Couser’s understanding of Disability as Identity? Using feminist theorists Mary Margaret Fonow and Judith Cook’s recent identification of intertextuality as a methodological tool for deconstructing representation, my reading of Hornbacher’s texts recognizes the moments where both Madness and Wasted present an incomplete rhetorical meaning, one that relies on the reader to draw on knowledge from both texts for a more complete symbolic recognition. A combination of trauma theory, disability theory, and feminist autobiographical theory all contribute to a feminist reading of disability life writing essential for expanding representations of mental illness.
Announcements
Authors: Brueggemann Brenda , Danforth Scot
Published: March 2016

No abstract available
Review of Grandin, Beyond the Spectacle of the Autistic Adult
Authors: Gregory Rochelle
Published: March 2016

No abstract available
Review of Creamer, Disability and Christian Theology: Embodied Limits and Constructive Possibilities
Authors: Murphy Joanne
Published: March 2016

No abstract available
Review of Burch and Kafer, eds., Deaf and Disability Studies: Interdisciplinary Perspectives
Authors: Sok Sophara
Published: March 2016

No abstract available
Disability as Socio-Rhetorical Action: Towards a Genre-Based Approach
Authors: Carpenter Rick
Published: March 2016

In many respects, the reconceptualization of genre over the past few decades mirrors that of disability.  Just as disability scholars and activists reject rigid categories of fixed difference based solely on individual deviations from some supposedly neutral norm, so too have contemporary genre theorists rejected the traditional view of genre as static categories of discourse that share certain objective conventional features. Such a view is unsatisfactory because, in casting genres as decontextualized, ahistorical forms or receptacles, it fails to adequately reflect the inherently social nature of discourse and texts. Instead, genre theorists now (re)conceive genres as dynamic sites of social action. Disability is also a form of social action, a rhetorical convention used to construct and regulate human actions and interactions, and, as such, can be viewed and analysed in generic terms. Conceiving disability as genre (and metagenre) provides an additional theoretical lens for examining and transcending, among other things, the reductive and oppressive categorization deployed by the medical model of disability. A perspective informed by genre theory helps to shift critical attention from description to explanation, a necessary step in deconstructing hegemonic discourses.
Anchors on the Ship of Progress and Weeds in the Human Garden: Objectivist Rhetoric in American Eugenic Writings
Authors: O'Brien Gerald
Published: March 2016

The eugenics era was marked by a very pejorative view of persons with disabilities, especially what was labeled as "high functioning" feeble-mindedness or moronity. This perception can be seen by the frequent use of denigrating metaphors in eugenic descriptions of those who supposedly fell into these and related, though vaguely defined, categories. This article analyzes the use of the "object metaphor" in eugenic writings, in which persons with disabilities were described as passive, unsightly, and valueless objects. The paper further analyzes the various sub-themes within object metaphors and how these were also employed to portray persons with disabilities as passive, unsightly, and valueless objects. While the use of the object metaphor has obviously changed over time, it remains one of the most frequently employed pejorative metaphors in relation to persons with disabilities.
The Creativity Mystique and the Rhetoric of Mood Disorders
Authors: Pryal Katie Rose Guest
Published: March 2016

Many contemporary scientific researchers are interested in drawing associations between mental illness and creativity. These studies have contributed to the popular image of the "mad genius," an image whose history stretches back as far as Plato and Aristotle. Recently, a new rhetorical manifestation of the mad genius image has emerged, what I call the creativity mystique of mood disorders. The creativity mystique, a product of the era of modern psychiatry, suggests not only that mood disorders are sources of creative genius, but also that medical treatment should take patient creativity into account. The texts I study here demonstrate a rhetorical shift from arguments for correlation between mood disorders and creativity (in the most conservative of the studies, published for traditional scientific audiences), to arguments for a causal link from mood disorders to creativity (most prevalent in fringe literature texts and pop-science texts), to arguments for inverse-causation, that is, a causal link from creativity to mood disorders (only found in fringe literature and pop-science texts). These arguments shift from more conservative to more controversial as the intended audience of the writing shifts from the scientific to the lay. As I demonstrate below, this rhetorical shift reveals how the creativity mystique has influenced research, diagnoses, and treatment of mood disorders.
Defining Pistorius
Authors: Booher Amanda K.
Published: March 2016

In 2008, the International Association of Athletics Federation (IAAF) defined Oscar Pistorius, a South African sprinter with double transtibial amputations, as both disabled and superabled in the course of his attempt to qualify for the Beijing Olympics. This paper examines the grounds for and effects of the constructed definitions of "disabled," "abled," "superabled," and "normal" through explication of the documents and pronouncements of the IAAF, as well as those in Pistorius' appeal to the Court of Arbitration for Sport. While the explication demonstrates the power of definition in Pistorius’ case, this paper argues for greater specificity and malleability in definition construction in relation to bodies and technologies/prosthetics.
Autism as Rhetoric: Exploring Watershed Rhetorical Moments in Applied Behavior Analysis Discourse
Authors: Broderick Alicia A.
Published: March 2016

This manuscript offers an analysis of what I argue are three watershed moments in contemporary autism and applied behavior analysis (ABA) rhetoric (1987-2010).  The first of these moments is the 1987 publication of O. I. Lovaas's treatment effect study, which introduced the rhetoric of recovery from autism and linked this rhetorical construct with a particular intervention methodology—ABA.  The second moment consists in the 1993 publication of Catherine Maurice’s autobiographical account of employing Lovaas-style ABA intervention programs with her two young children—an account that both popularizes Lovaas's rhetorical construct of recovery and reiterates its linking with ABA, but more significantly, that also introduces to popular autism discourse the rhetoric of science as a means of constituting the legitimacy of ABA.  The third watershed moment in contemporary autism rhetoric is the 2005 establishment of the organization Autism Speaks, which has effectively changed the face of autism rhetoric through its comprehensive deployment of corporate-style rhetorical and political strategy.
Autistic Ethos at Work: Writing on the Spectrum in Contexts of Professional and Technical Communication
Authors: Walters Shannon
Published: March 2016

I explore the rise of international technology companies that recruit people with autism and Asperger's Syndrome, focusing specifically on the type of professional ethos that these companies cultivate for their employees. Using theories of ethos and communication from the field of technical communication, I argue that these companies often predetermine a limited sense of professional ethos for employees and reinforce stereotypes about people with autism. More broadly, I examine how this limitation is indicative of the ableism of traditional formulations of ethos in the rhetorical tradition. I then turn to potential revisions that technical communicators with autism can offer. Specifically, I examine two technical and professional writers in particular—Temple Grandin and Dawn Prince Hughes—showing how each invents a professional ethos that resists stereotypes about autism and what it means to be an "ideal" professional communicator.
Voice Giving (Way)
Authors: Milner Laura A.
Published: March 2016

This feminist, embodied narrative explores the shame, blame, and desire that accompany a professor's diagnosis of disabled body and speech and the paradoxical importance and near impossibility of reclaiming her voice. The writer resists the traditional story arc and avoids the rhetorical patterns of triumph, horror, conversion, and nostalgia found in many disability narratives. Aiming for what Couser (2008) calls a "rhetoric of emancipation," she challenges stereotypical attitudes toward women with chronic fatigue immune dysfunction syndrome (CFIDS) by offering "testimonio," a politicized narrative of growth and transformation that connects with and advocates for, in this case, CFIDS sufferers and sexual abuse survivors. She describes how writing her experience of disabling illness for publication has enabled her to testify in court on behalf of others who suffer in silence and has led to a more peaceful way of being, rather than always doing---a necessary shift for those who navigate daily the conflict between participating fully and resting enough to avoid serious relapse.
Review of Craton, The Victorian Freak Show: The Significance of Disability and Physical Difference in 19th-Century Fiction
Authors: Stuckey Zosha
Published: March 2016

No abstract available
Review of Goodley, Disability Studies: An Interdisciplinary Introduction
Authors: Walters Shannon
Published: March 2016

No abstract available
Deafening Silences: Researching with Inarticulate Children
Authors: Boggis Allison
Published: March 2016

Keywordschildren, disability, mediated communicationAbstractThis paper is based on in-depth, qualitative research with disabled children who use mediated communication in the form of high-tech Augmentative and Alternative Communication Systems (AACS). The study was carried out over a period of 18 months as part of the author's PhD research. Key methodological issues for qualitative research are discussed within the paper, which is founded on the sociological understanding of childhood that recognises disabled children as competent research participants. The paper outlines specific issues that arose during the research process in relation to gaining access to disabled children and the challenges of interviewing inarticulate participants. Within this context, the methodological issues of consent and authenticity of voice are discussed, as they are considered particularly relevant to researchers who seek to include disabled children in qualitative research.
Mixed Messages: Validity and Ethics of Facilitated Communication
Authors: Stock Barbara
Published: March 2016

Keywordsfacilitated communication, autism, developmental disability, ethicsAbstractI identify several factors that influence how significant mediation is for an instance of communication: dependability, accuracy, neutrality, control of output, and access to feedback. Then, I use this conceptual framework to discuss Facilitated Communication, a controversial method for communicating with people with autism or other developmental disabilities. After reviewing the history of this method, I try to assess whether it is valid and whether it is ethical by setting up and evaluating arguments offered on either side of the debate. My conclusion is that Facilitated Communication has not been shown to be valid, but that it may, under some conditions, be ethically acceptable.
Can You Hear Me Now? Augmentative Communication, Methodological Empowerment, and the Life Story of Jon Feucht
Authors: Flad Jennifer , Berger Ronald J. , Feucht Jon
Published: March 2016

Keywordsaugmentative communication, disability, biography, methodologyAbstractFeminist social research and disability studies converge in arguing for a research methodology undertaken on behalf of and to empower research participants. Our research, an ongoing life history project with Jon Feucht, has been undertaken in this tradition. Throughout much of his life, Jon struggled with a severe speech disability due to cerebral palsy that significantly impaired his ability to communicate verbally with others. After acquiring a sophisticated augmentative communication device, Jon's life changed for the better. In this paper we describe the nature of augmentative communication, share some of Jon's thoughts about augmentative communication and people with disabilities, and explore some of the challenges and opportunities facing researchers collaborating on research projects with individuals who use augmentative communication to speak.
This Long Disease, My Life
Authors: Shakespeare Tom
Published: March 2016

Keywordsmediated communication, disability narrative, experience, identity
Contributor Bios
Authors: Contributors All
Published: March 2016

No abstract available
CFP: Self-reflection as Scholarly Praxis: Researcher Identity in Disability Studies
Authors: Ostrove Joan , Rinaldi Jennifer
Published: March 2016

No abstract available
"Walking in the City": Performance of Strategies and Tactics in the 1985 Bus Accessibility Protests
Authors: Quinlan Margaret M. , Bates Benjamin R.
Published: March 2016

In 1985, disability rights activists protested in Cleveland, Ohio. The story of this protest has been retold through performance to advocate making Cleveland more accessible to individuals with disabilities. This analysis explores the rhetorical performative work of the disability bus protest through interviews with a protest leader and examination of the intersections between these historical texts, and their retellings as appropriations oriented toward activist, educational, and aesthetic ends. Specifically, we emphasize the retellings and reenactments of these events as advocacy for altering public understandings of accessible transportation and of advocacy for individuals with and without disabilities. Using de Certeau's concepts of strategies, tactics, and walking in the city, we argue that the bus protest and its retelling recombine the rules and products that already exist in culture in a way that is influenced, but never wholly determined, by those rules and products. We offer implications for understanding activism by and on behalf of individuals with disabilities and for advocacy toward rewriting cities for accessibility.Key words: de Certeau, activism, The Dancing Wheels Company & School
Stressing Reproduction: Reading Into Parents of Disabled Children
Authors: Gibson Margaret F.
Published: March 2016

What does is mean to be the parent of a disabled child? This article explores assumptions which permeate the author's encounter with of a prominent Canadian newspaper text on "stress". Through a hermeneutic phenomenological method, the author opens up broader cultural meanings that contribute to and rely upon the category of "parents of disabled children". In particular, the author explores the prescriptions presented on disability, race, class, gender, nationality, and sexuality which emerge in the reading process. Additionally, the author considers how medico-scientific authority is asserted in this textual encounter, and examines the historical grounding of such interpretive moves. Keywordsstress, parents, mothers, fathers, history, disability, gender, nation, race, class, sexuality, reproduction, children
Russell, Emily. Reading Embodied Citizenship: Disability, Narrative, and the Body Politic.
Authors: Herrero-Puertas Manuel
Published: March 2016

No abstract available
Metzl, Jonathan. The Protest Psychosis: How Schizophrenia Became a Black Disease
Authors: Richardson Nadia
Published: March 2016

No abstract available
Purity and Pollution: Iconographies of Breastfeeding in Bernice L. Hausman's Viral Mothers: Breastfeeding in the Age of HIV/AIDS
Authors: Miller Terri Beth
Published: March 2016

No abstract available
Osteen, Mark. One of Us.
Authors: Wilson James C.
Published: March 2016

No abstract available
Call for Submissions Special Issue of Theory and Research in Social Education: Critical Studies and Social Education
Authors: Nelson Jack L. , Stanley William , Salinas Cinthia
Published: March 2016

No abstract available
Art Education and Disability Studies
Authors: Derby John
Published: March 2016

This article explores the field of Art Education as a valuable contributor to Disability Studies. Art Education has longstanding ties to disability research and pedagogy, and recent advancements in Art Education as well as Disability Studies closely align the two fields. Their mutual investment in visual culture studies engenders the possibility for a transdisciplinary space in which disability can be explored in new pedagogical ways to yield unique artifacts. Through several Art Education perspectives, I propose strategies for interjecting meaningful art activities into post-secondary, humanities-based Disability Studies curricula.Keywordsart, Art Education, visual culture, disability, Disability Studies, transdisciplinary
Recovering Washington's Body-Double: Disability and Manliness in the Life and Legacy of a Founding Father
Authors: Foster Thomas A.
Published: March 2016

This essay closely examines early American Founder, Gouverneur Morris's personal diaries that he kept while in Paris from 1789 to 1793. Morris's writings make him an obvious candidate for a case study that uses recent and developing literature on the histories of early American disability, sexuality, and masculinity to try to understand Morris's historical context and experiences. Historical memory of Morris depicts his mobility impairment as a personal challenge that he overcame. Although he experienced some negative responses from able-bodied individuals in both America and Europe, he lived in a world that had moved past viewing disability as a physical marker of Godlessness but that had not yet embraced the modern medicalized conceptualization of abnormality and accompanying institutional discrimination. Morris's diaries offer a rare glimpse at the experiences and identity of an eighteenth-century American with a disability.Keywordssexuality, early America, disability, Founding Father, masculinity
Talking to One Another in Education: The Importance of Bildung and Tact
Authors: Gilham Christopher
Published: March 2016

This interpretive essay attempts to show how it is possible to be an educator with important things to say about good practice gained from experiences – a cultivation of oneself known as Bildung - that often happens "…beyond our wanting and doing"(Gadamer, 1975, p. xxvi). Such knowledge is often left unsaid or said in particular kinds of ways because there isn't a safe or open or accepting environment in which to talk about one's experiences unless such talk fits a predominant discourse (Foucault, 1977). What is revealed is the power of the discourse, as we hold it, intentionally or not, over the truths of what we gain in experience. In other words, unless our experiences as educators are verified through expert empirical knowledge, our words are simply 'mine' versus 'yours' with no place to dialogue in the sense Gadamer thought we needed to in order to come to understanding. This essay attempts to bring forth the importance of what educators can learn from one another through the suffering of experiences: the transformative effects of life, of Bildung. Largely taken, such a shift could also positively affect educator's understanding of inclusion.KeywordsBildung, predominant discourse, special education, practice, trauma, experience
Art and Disability: Intersecting Identities Among Young Artists with Disabilities
Authors: Sulewski Jennifer Sullivan , Boeltzig Heike , Hasnain Rooshey
Published: March 2016

Disability arts in the United Kingdom and disability culture in the United States play important roles in expressing a positive disability identity. This paper reports on expressions about identity, in both artwork and reflective words, of 47 young artists with disabilities who were finalists in the VSA arts / Volkswagen arts competition between 2002 and 2005. As part of an evaluation of this program, we reviewed the artists' application essays and artwork. In doing so, we found a wealth of information on their perceptions of what it means to be a person with a disability and an artist, and how these two identities intersect. The findings provide insights into the role of the arts in identity formation for young people with disabilities, and point to the potential for future research on how arts and disability interact.Keywordsaffirmative model of disability, impairment, art, artists, culture, identity
Review of Erevelles, Disability and Difference in Global Contexts
Authors: Braswell Harold
Published: March 2016

No abstract available
The Effects of Market-based School Reforms on Students with Disabilities
Authors: Dudley-Marling Curt , Baker Diana
Published: March 2016

Neoliberalism is a theory of political economy which holds that the well-being of individuals is best served by liberating individual entrepreneurial freedom in a framework characterized by strong private property rights, free markets, and free trade. The role of government is limited to keeping people safe and preserving the rules of the market and leaving to the markets services, including education, that it is assumed will be more efficiently delivered by the private sector. Educational policies in the US and in other countries around the world have been strongly influenced by market-based reforms including accountability, high-stakes testing, data-driven decision-making, charter schools, deregulation, and competition among schools. This paper summarizes current theory and research on the effects of market-based schooling practices on students with disabilities. The available evidence indicates that students with disabilities are not well served by market-based reforms and, further, free-market reforms may be fundamentally incompatible with the needs of students with disabilities.Keywords: charter schools; vouchers; educational reform; free-market schooling; school choice; neoliberalism
Perceptions of Inclusion by U.S. Virgin Island Educators
Authors: Habtes Yegin , Hassell-Habtes Lois , Beady, Jr. Charles H.
Published: March 2016

The US Virgin Islands Department of Education receives funds from the United States Federal Government and must abide by educational laws that the government develops. The purpose of this research is to assess the attitudes and preparedness of school personnel employed by the US Virgin Islands Department of Education to support federal mandates such as Inclusion, as intended and in accordance with the reauthorized Individuals with Disabilities Act of 2004. For the purpose of this study, some 575 Inclusion Questionnaires were completed (totaling 20% of VI school personnel). This included 10 principals, 346 general education teachers, 47 special education teachers, 25 vocational teachers, eight (8) school psychologists, six (6) counselors and 81 other or paraprofessionals. Results indicate that school personnel attitudes and beliefs are similar regardless of their position in the school system, age or years of experience. Solutions to developing and maintaining inclusive public school settings are discussed.Keywords: Inclusion, Full Inclusion, Disability, Inclusionists, Attitudes, Education
Writing with Dyslexia: The Education and Early Work of Wendy Wasserstein
Authors: Gobbo Ken
Published: March 2016

While there are several studies on the relationship between learning disabilities and creativity, there is no conclusive scientific proof of a direct relationship between the two at this time. Like several of the case studies available, Wendy Wasserstein's life and work provide examples of the effect a learning disability like dyslexia can have on career choice and an individual's ability to develop and implement novel ideas. This article examines Wasserstein's education, early work, and the role dyslexia played in choices she made related to her decision to become a writer, and her creative process. It also considers the advantage of reframing the way a learning disability can be viewed in relation to career choice and creativity.Keywords: dyslexia, learning disability, creativity
Echo
Authors: Richard Constance
Published: March 2016

No abstract available
Pulled towards the Border: Creating a Disability Identity at the Interstices of Society
Authors: De Coster Jori
Published: March 2016

Borderlands produce flows of people and commodities, but as 'in-between' places they also produce social and cultural hybrids and transformations. Within these cross-border economies, transformations take place on both material and conceptual levels. Thus, the body involved in trade networks in the borderland is subject to different socio-economic and corporeal transformations. As a borderland, Beach Ngobila, the official border crossing point at Kinshasa facing Brazzaville, creates a lot of economic opportunities for the Congolese population. It is a means of cushioning the present political and especially socio-economic situation in D.R. Congo that causes hardship, especially for people with disabilities who belong to the lower end of society. However, Beach Ngobila creates a specific situation: those most marginalized by society are advantaged and successful at the borderland through border trade activities. As a result their participation at the border zone questions the notion of "disability" in modern Congolese society.Key words: borderlands, border trade, disability, power, identity
Past and Present Perceptions Towards Disability: A Historical Perspective
Authors: Munyi Chomba Wa
Published: March 2016

Keywords: Literature review, history, international perceptions
Schedule of Future DSQ Special Issues
Authors: Brueggemann Brenda , Danforth Scot
Published: March 2016

No abstract available