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Gajewska, Grażyna. "Ciała protetyczne w anglosaskich utworach fantastycznonaukowych. Ujęcie posthumanistyczne". Images. The International Journal of European Film, Performing Arts and Audiovisual Communication 34, n. 43 (20 ottobre 2023): 319–36. http://dx.doi.org/10.14746/i.2023.34.43.21.
Testo completoAbstract (sommario):
The author analyzes the images of disability in science fiction literary and film. She begins by identifying areas common to science fiction–disability studies–posthumanism. She goes on to argue that in science fiction we can find stereotypical images of people with disabilities, which are based on a culturally established dichotomy: healthy, functional (as normal) versus disabled (as abnormal), and such performances that escape this dichotomy and normalization. The author distinguishes several approaches to presenting disability in science fiction: hypervisibility combined with the unusual prosthetic abilities of the bodies, the healing of disabilities, elimination, and biodiversity. Particular attention is paid to the latter approach (biodiversity/biocooperation), exemplified by the film Avatar.
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Corrice, April M., e Laraine Masters Glidden. "The Down Syndrome Advantage: Fact or Fiction?" American Journal on Intellectual and Developmental Disabilities 114, n. 4 (1 luglio 2009): 254–68. http://dx.doi.org/10.1352/1944-7558-114.4.254-268.
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Abstract The “Down syndrome advantage” is the popular conception that children with Down syndrome are easier to rear than children with other developmental disabilities. We assessed whether mothers of children with developmental disabilities would demonstrate a consistent Down syndrome advantage as their children aged from 12 to 18 years. Results did not reveal significant differences between mothers of children with Down syndrome and mothers of children with other developmental disabilities on most maternal functioning variables. Although the prior group reported a consistent advantage in terms of personal reward and subjective well-being, these diagnostic group differences disappeared when maternal age and child adaptive behavior were controlled. We concluded that these variables may help to explain the Down syndrome advantage.
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Iyer, Anupama. "Depiction of intellectual disability in fiction". Advances in Psychiatric Treatment 13, n. 2 (marzo 2007): 127–33. http://dx.doi.org/10.1192/apt.bp.106.002485.
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I explore some of the ways in which intellectual disability (learning disability) is depicted in fiction. My premise is that literature both reflects and shapes societal attitudes to people in this vulnerable minority group. People with intellectual disabilities are seldom able to determine, confirm or counter narratives about themselves. This situation, in which the subject is fundamentally unable to participate in their representation, raises unique ethical considerations. I use examples from various English-language novels to discuss how subjective accounts, observable behaviours and physical attributes are all employed to characterise people with intellectual disabilities.
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TOWNSEND WALKER, BRENDA L. "Sixty Years After Brown v. Board of Education: Legal and Policy Fictions in School Desegregation, the Individuals with Disabilities Education Act, and No Child Left Behind". Multiple Voices for Ethnically Diverse Exceptional Learners 14, n. 2 (1 settembre 2014): 41–51. http://dx.doi.org/10.56829/2158-396x.14.2.41.
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The Brown v. Board of Education (1954) Supreme Court decision ruled that segregated schools were unequal and unconstitutional. Since Brown's ruling, scholars have questioned whether African American children have benefitted from school desegregation and subsequent school reform initiatives. In spite of several post-Brown school reform movements, the achievement gap persistently impacts African American learners including those with, or likely to be labeled with, disabilities. Thus, this article examines several legal and policy fictions inherent in Brown, the Individuals with Disabilities Education Act, and the No Child Left Behind Act (2001). After discussing the National Assessment of Education Progress (NAEP) data, strategies are identified to eradicate legal and policy fiction in school reform for African American learners.
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KRAVETS, NINA, e IRYNA MATIUSHCHENKO. "THE INFLUENCE OF FICTION ON SOCIALIZATION OF STUDENTS WITH INTELLECTUAL DISABILITIES". Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, n. 2 (23 novembre 2021): 171–78. http://dx.doi.org/10.25128/2415-3605.21.2.22.
Testo completoAbstract (sommario):
The views aimed at the stability of socialization are analyzed, paying attention to the peculiarities of psychophysical development of students with intellectual disabilities, which leads to a weakening of socialization. Difficulty in socialization depends on the presence of a navigator of mispersonal communication, unformed needs in such communication, inadequacy of self-esteem, negative perception of other people. It is noted that the effectiveness of primary socialization of students with intellectual disabilities affects the formation of its components: socio-psychological adaptation and empathy. In this regard, the research of scientists on the essence of socio-psychological adaptation and empathy is taken into account. It is pointed out that the process of socialization includes not only adaptation, but also maladaptation. It is stressed on the role of empathy as a component of socio-psychological adaptation and its impact on the formation of socialization of students with intellectual disabilities in the future with works of art, since the components of empathy are sympathy and compassion. Adolescents with intellectual disabilities perceive the information better during the Ukrainian literature lessons, where they work with fiction literature. It has been substantiated, that works of fiction, studied by students at the lessons of the Ukrainian literature serve as particularly important means of teaching, correction and socialization of students with intellectual disabilities. Fiction is the only art form promoting the development of visual thinking. While studying at the lessons of the Ukrainian literature on fiction texts, students with intellectual disabilities intellectual develop thinking, connected speech, overcome communicative phobia, master social competencies, become socialized. The expediency of using interactive teaching methods for the formation of social skills in students with intellectual disabilities in the process of working with works of art during the Ukrainian literature lessons, in particular: discussion, ethical conversation, role play; such methods as «microphone», «chain of thoughts», «unfinished sentence». While working with works of art during the Ukrainian literature lessons, adolescents with intellectual disabilities learn basic morals through interactive teaching methods, learn to disseminate information, emotions, thoughts about the read and the environment learn to evaluate behavior and teach people who pay attention to other problems. The lessons create appropriate conditions for optimizing the socialization of students with intellectual disabilities and social maladaptation, which threaten to subordinate adolescents to the content and meaning of the artists with whom they work.
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Sare, Margie. "The Depiction of Disability in Children’s Literature: Changes for the Better, with Particular Attention to Three New Titles; Mama Zooms (Cowen-Fletcher, 1993), The Race (Mattingley, 1995), and No Time At All (Sallis, 1994)". Australasian Journal of Special Education 20, n. 2 (1996): 53–59. http://dx.doi.org/10.1017/s1030011200023721.
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Children’s literature has the power and potential to reflect societal attitudes. Changes in attitudes towards disability in Western literature can be traced by “turning the pages” through the history of children’s books. This paper addresses issues concerning children’s literature published during the past few decades. Have there been improvements since Baskin and Harris’ (1977) major review of children’s fiction depicting characters with disabilities written between 1940 and 1977? This study revealed that stereotypical portrayals of characters with disabilities were common. Furthermore, have there been attempts to move away from the educative properties of “quasi-fiction” used to promote integration of children with disabilities into regular schools? This paper concludes that many recently published children’s books of the 1980s and 1990s are presenting a more realistic and positive picture of characters with disabilities. Three new titles have been examined in detail. The success of these books in creating a climate of tolerance and empathy towards characters with disabilities is due to their high standards of literary merit and attractive, sophisticated presentation.
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Rankin, Joanna. "Novel Conversations: Connecting With Disability in Three Examples of Popular Fiction". Canadian Journal of Disability Studies 7, n. 3 (26 novembre 2018): 52–88. http://dx.doi.org/10.15353/cjds.v7i3.451.
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Examining how readers of popular fiction respond to characters with disabilities and characters immersed in the lives of characters with disabilities, this paper serves to contribute to understandings of the meanings that readers ascribe to disability in popular culture using the public sphere of online discussion. Specifically, I study online reader discussion of three characters, namely: Trudi in Ursula Hegi’s (1996) Stones from the River, Icy in Gwyn Hyman Rubio’s (1998) Icy Sparks and Jewel in Brett Lott’s (1991) Jewel. I present findings from my analysis of reader discussion using readers’ descriptions of their identified connections with characters with disabilities. While these connections challenge the othering frequently cited in presentations of disability through readers’ recognition and appreciation of the well-rounded characters beyond traditional disability tropes, the unmet potential of reader discussion to challenge the status quo is also demonstrated through readers’ failure to expand these connections beyond the pages of the novels.
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Borski, Maciej. "EQUAL ACCESS FOR PEOPLE WITH DISABILITIES TO EMPLOYMENT IN PUBLIC ADMINISTRATION – REAL POSSIBILITY OR FICTION?" Roczniki Administracji i Prawa specjalny, n. XXI (30 dicembre 2021): 241–59. http://dx.doi.org/10.5604/01.3001.0015.6115.
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The aim of the article is to try to evaluate actions taken by the country, which are supposed to change the image of public administration perceived as an employer, who refuses to employ people with disabilities or whose only motivation is to avoid being charged with contribution to PERON. An evaluation will be based on further answers to some essential questions. In the first place, the author will try to establish whether the actions taken by the country in order to remove barriers to employing people with disabilities were also effective with organs, which are its emancipation. It will require referring to many normative regulations in force in RP; both these which are the results of actions of national legislator and those, which result from Poland making commitments in the international arena. Subsequently one must be considered if actions of specific public administration body are taken for the employment of people with disabilities, may be considered as effective and whether the rights of people with disabilities were there respected. This thought in turn will require referring to how institutions responsible for increasing the employment of people with disabilities in public administration work in practice.
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Gysels, Marjolein, e Joop Oonk. "Dancing with Diversity: Performing Possibilities, Transforming Disabilities". Dance Research 39, n. 1 (maggio 2021): 33–52. http://dx.doi.org/10.3366/drs.2021.0321.
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This paper enquires into the significance and potential of inclusive dance through the working process of a dance piece developed by a mixed team of professional dancers and dancers with disabilities. It is a self-reflective piece on what it means to live with a disability. The interplays between the artistic work and reality that emerged during rehearsals disrupted categories such as reality and fiction, process and performance, difference and normality. It analyses the mechanisms of reality that are put to work, and the aesthetic strategies that are used on the basis of examples from practice.
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Vogt, Matthew T., Yuen Pun Chow, Jenny Fernandez, Chase Grubman e Dylan Stacey. "Designing a Reading Curriculum to Teach the Concept of Empathy to Middle Level Learners". Voices from the Middle 23, n. 4 (1 maggio 2016): 38–45. http://dx.doi.org/10.58680/vm201628571.
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Postmodern forms of young adult literature encourage readers to not only question and challenge the status quo but to implement changes to the world around them.—Realistic YA fiction works like Wonder by R.J. Palacio and The Absolutely True Diary of a Part-Time Indian by Sherman Alexie are no exception to this phenomenon.—Both push young readers to view people with disabilities and people from unfortunate economic circumstances from empathetic rather than sympathetic perspectives.—Realistic picturebooks, specifically ones that explore concepts of disabilities and social class, also play a role in classrooms with older children. Works like—Fly Away Home by Eve Bunting and Keeping Up With Roo by Sharlee Mullins Glenn both address social class and disabilities but do so in a potentially superficial—and stereotypical way. This does not mean that such works are without value in upper-age classrooms since they provide a basic introduction to these concepts.—This article takes on four separate and brief studies that discuss how the selection of the aforementioned texts can speak to students who have been ostracized by—the schools they attend. Each section analyzes themes, ideologies, representations of accuracy and authenticity, and classroom applications to illustrate how the—careful selection of realistic fiction can lead to quality instruction.
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Kusuma, Agung Wiranata. "THE PORTRAYAL OF BLINDNESS IN SHORT STORIES". PARADIGM: Journal of Language and Literary Studies 4, n. 1 (5 maggio 2021): 23–32. http://dx.doi.org/10.18860/prdg.v4i1.12029.
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Short stories as part of the literature play a significant role in portraying the human lifestyle, including the image of disabilities. Studying the portrayal of disabled people in literature becomes significant to consider the need to change the illustration of disabilities in fiction. There are four short stories selected in this study, namely “Cathedral” By Raymond Carver, “The Blind Man” by Guy de Maupassant, “The Blind Man” by Kate Chopin and “A Man Who Had No Eyes” by Benjamin MacKinlay Kantor. Applying disability theory proposed by Tobin Siebers, this textual analysis study found that the characters in the four stories are portrayed as weak, dependent, unproductive, and other negative prejudice. They receive this treatment due to the social misconception about disabilities.
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Sands, Deanna J., Elizabeth B. Kozleski e Laura D. Goodwin. "Quality of Life For Workers With Developmental Disabilities: Fact or Fiction?" Career Development for Exceptional Individuals 15, n. 2 (ottobre 1992): 157–77. http://dx.doi.org/10.1177/088572889201500202.
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Wälivaara, Josefine. "Marginalized Bodies of Imagined Futurescapes: Ableism and Heteronormativity in Science Fiction". Culture Unbound 10, n. 2 (30 ottobre 2018): 226–45. http://dx.doi.org/10.3384/cu.2000.1525.2018102226.
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This article aims to contribute to an understanding of marginalized bodies in science fiction narratives by analyzing how physical disability and homosexuality/bisexuality have been depicted in popular science fiction film and television. Specifically, it analyzes what types of futures are evoked through the exclusion or inclusion of disability and homo/bisexuality. To investigate these futurescapes, in for example Star Trek and The Handmaid’s Tale, the paper uses film analysis guided by the theoretical approach of crip/queer temporality mainly in dialogue with disability/crip scholar Alison Kafer. Although narratives about the future in popular fiction occasionally imagines futures in which disability and homo/bisexuality exist the vast majority do not. This article argues that exclusion of characters with disabilities and homo/bisexual characters in imagined futures of science fiction perpetuate heteronormative and ableist normativity. It is important that fictional narratives of imagined futures do not limit portrayals to heterosexual and able-bodied people but, instead, take into account the ableist and heteronormative imaginaries that these narratives, and in extension contemporary society, are embedded in. Moreover, it is argued that in relation to notions of progression and social inclusion in imagined futurescapes portrayals of homo/bisexuality and disability has been used as narrative devices to emphasis “good” or “bad” futures. Furthermore, homo/bisexuality has increasingly been incorporated as a sign of social inclusion and progression while disability, partly due to the perseverance of a medical understanding of disability, instead is used as a sign of a failed future. However, the symbolic value ascribed to these bodies in stories are based on contemporary views and can thus change accordingly. To change the way the future is envisioned requires challenging how different types of bodies, desires, and notions of normativity are thought about. Sometimes imaginary futures can aid in rethinking and revaluating these taken-for-granted notions of normativity.
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Vasan, Preetha, e Ann Mariya Jose. "Understanding Disability: A Study of Sharon M Draper’s Out Of My Mind". IRA International Journal of Education and Multidisciplinary Studies 11, n. 2 (28 giugno 2018): 43. http://dx.doi.org/10.21013/jems.v11.n2.p1.
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<p class="Default">This paper endeavours to demonstrate, how application of contemporary ideas about disability to recent literary writings that portray children, give new dimensions to the idea of disability. It provides the experiences faced by the children with disabilities within the contexts of family and society with special reference to the contemporary fiction Out Of My Mind by Sharon M Draper.</p>
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Ray-Barruel, Gillian. "Conflicting Models of Care for People with Mental Disabilities in Charles Dickens's Fiction and Journalism". Journal of Literary & Cultural Disability Studies 9, n. 1 (gennaio 2015): 89–105. http://dx.doi.org/10.3828/jlcds.2015.6.
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Bennett, Roger, e Rohini Vijaygopal. "Exploring mobility and transportation technology futures for people with ambulatory disabilities: A science fiction prototype". Technovation 133 (maggio 2024): 103001. http://dx.doi.org/10.1016/j.technovation.2024.103001.
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Cheuk, Fiona N. "Review of The Fan Fiction Studies Reader, Eds. Hellekson, Karen., and Kristina Busse (2014)". Canadian Journal of Disability Studies 8, n. 2 (28 aprile 2019): 279–93. http://dx.doi.org/10.15353/cjds.v8i2.501.
Testo completoAbstract (sommario):
Disability is often absent in both the content and the production levels of Western film and television media, and other popular cultural productions. They rarely include disability except as plot devices that invoke ableist tropes such as: tragedy, pity, or a temporary challenge for non-disabled characters to overcome, or as lessons for the main character to learn from, and many more. In the Ruderman white paper on Employment of Actors with Disabilities in Television, Woodburn and Kopic found that 95% of disabled characters in the top ten US television shows were played by non-disabled actors (2016). Yet, these marked absences of disability from popular media has not been reflected in the numerous fan creations produced by fan communities in tribute to their favourite fandom.
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Barrio, Brenda L., Yun-Ju Hsiao, Jane E. Kelley e Teresa A. Cardon. "Representation Matters: Integrating Books With Characters With Autism in the Classroom". Intervention in School and Clinic 56, n. 3 (4 giugno 2020): 172–76. http://dx.doi.org/10.1177/1053451220928954.
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Increased awareness of autism spectrum disorder (ASD) has come with an increase in books that depict individuals with ASD. However, media representation of disabilities could be misguided. To integrate literature in the classroom that helps students better understand the population of ASD, carefully choosing quality books (e.g., narrative fiction) with authentic depictions that do not perpetuate negative stereotypes is essential. The tools and criteria presented for educators help them evaluate and select books for their classrooms or as recommendations to others. The article includes a set of guidelines that help educators facilitate proper consideration for representations of characters with ASD, including the essential and more profound components of their strengths with a positive view of diversity in mind.
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Montgomery, Phyllis, Sharolyn Mossey, Carla Rice, Karen McCauley, Eliza Chandler, Nadine Changfoot e Angela Underhill. "Healthcare Providers’ Experiences as Arts-Based Research Participants: “I Created My Story About Disability and Difference, Now What?”". Canadian Journal of Nursing Research 51, n. 4 (7 marzo 2019): 255–63. http://dx.doi.org/10.1177/0844562119835130.
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Little is known about the experiences of healthcare providers as research participants in qualitative studies employing methods that encourage disclosure of their own disabilities. In this paper, we describe the experiences and implications of creating personal stories of disability and difference for healthcare provider participants in an arts-based study. The study design is a supplementary secondary analysis of a subset of data from a larger study focused on transforming negative concepts of disability and difference entitled, Mobilizing New Meanings of Disability and Difference: Using Arts-Based Approaches to Advance Healthcare Inclusion for Women with Disabilities. This supplementary study explores the experiences and perspectives of 17 healthcare provider participants who completed semi-structured interviews following creation of a multi-media story about their experience of disability or difference. Using creative non-fiction methods, two narrative streams are identified about healthcare provider experiences and the impacts of participating. The first addresses shared positive experiences about the research. The second entails more ambivalent reflections on their involvement as participants. The tension between the two experiences generates considerations to forward a mutually beneficial alliance to disrupt ableist understandings in healthcare and reveals new meanings of disability that are agential and integral to the stories and storytellers themselves.
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Hilton, Michael Goodwin. "Choice". After Dinner Conversation 5, n. 3 (2024): 42–51. http://dx.doi.org/10.5840/adc20245325.
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What inalienable rights belong to those with intellectual disabilities? In this work of philosophical short story fiction, Ellen, who has Down syndrome, overhears her older siblings, and caretakers, talking about her. They are discussing her recent pregnancy, and the suicide of the person they believe coerced her into sex, or raped her. While Ellen doesn’t understand everything they are talking about, she understands there is a life growing inside her, and they are debating if they should have her keep it, abort it, or give it up for adoption. They believe, if Ellen keeps the child, she will be poorly equipped for motherhood and the burden of childcare will fall on them. Later, Ellen takes matters into her own hands, gathers what little belongings she has, and heads out to the street to hitchhike away.
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Darmawan, Moh Faridl, e Retno Dwi Maesya. "Analysis of Reading Interest with the Role of The Library at MAN 8 Jombang". SCHOOLAR: Social and Literature Study in Education 2, n. 1 (3 luglio 2022): 54–57. http://dx.doi.org/10.32764/schoolar.v2i1.1961.
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This study aims to determine the library management of MAN 8 Jombang based on the National Library Standard. This research is a qualitative research which was conducted at the Library of MAN 8 Jombang. The technique of taking research subjects used snowball sampling with a case study approach. Data collection was carried out by means of unstructured interviews, with the head of the library, employees or staff, and users of the MAN 8 Jombang library, observing the state or condition of the MAN 8 Jombang library, and relevant documents.
The results of this study, among others, the Library of MAN 8 Jombang has library management, which includes buildings, collections of library materials, labor and services. Based on the National Library Standards, the area of the MAN 8 Jombang library building still cannot be said to be effective, because the building is inadequate, besides that some rooms are in the MAN 8 Jombang building less than 5m2. Judging from the aspect of the number of library materials, the comparison of collections of general works or fiction books is 20% and non-fiction books related to the curriculum by 77%. The library of MAN 8 Jombang has not fulfilled the management of the library in the aspect of the library building which is not designed according to the needs of visitors with disabilities. In addition, MAN 8 Jombang still divides the focus or especially the budget on classes used for teaching and learning activities.
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Collins, Kimberlee, e Julie McGonegal. "Persistent Narratives: Intellectual Disability in Canadian Children’s Literature". Studies in Social Justice 18, n. 1 (11 febbraio 2024): 44–58. http://dx.doi.org/10.26522/ssj.v18i1.3989.
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Canadian children’s literature rarely depicts characters labelled with intellectual disabilities, yet when it does it often remains mired in stereotypes that recycle prevalent myths and misconceptions. Even as more recent literature attempts to push back against such stereotypes, it nevertheless predominantly remains caught in these dangerous representational repertoires. This article offers a brief history of Canadian literary depictions of intellectual disability and a critique of the Canadian publishing spheres. Through a critical analysis of Lorna Schultz Nicholson’s book Fragile Bones, we discuss the limits of representation of intellectual disability in children’s fiction. We also offer a critique of the ableist publishing climate in Canada and suggest that structural barriers prevent disabled writers from entering the literary marketplace on an equal playing field. These barriers to publishing lead to the vast underrepresentation of disabled authors and the misrepresentation of disability in general and intellectual disability in particular in Canadian children’s literature.
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Druzhinina, Lilia A., Maria S. Korobintseva, Lyubov M. Lapshina, Vitaly S. Tsilitsky, Larisa B. Osipova e Anna A. Lysova. "Development of emotional responsiveness of primary schoolchildren with disabilities through theatrical activities". Perspectives of Science and Education 55, n. 1 (1 marzo 2022): 358–76. http://dx.doi.org/10.32744/pse.2022.1.23.
Testo completoAbstract (sommario):
Introduction. Today, the education system makes high demands on the quality of mental development of junior schoolchildren with mental retardation (hereinafter referred to as PD), for whom it is the emotional sphere that remains the main correctional and developmental basis, and age characteristics remain an effective basis for correcting the manifestation of delayed development. In this regard, the scientific and pedagogical community is in constant search of effective approaches and forms of development of the emotional sphere of children with mental retardation, which constitute the foundation of correctional and compensatory influence. Aim of the study: substantiation of the effectiveness of the development of emotional responsiveness, as the main indicator of the emotional sphere of children with disabilities in the process of organized theatrical activities. Research methodology and techniques. The study examined the manifestations of emotions and feelings of feelings arising as a result of an emotional response and understanding of perceived, emotionally colored information. 59 students of compensatory orientation of the third year of study took part in the experiment, a total of 59 people with mental retardation: the experimental group (EG) in the amount of 30 people (n = 30) and the control group (CG) in the amount of 29 people (n = 29). To study the cognitive, emotional-motivational, behavioral component of emotional responsiveness, the following techniques were used: "Conversation about a story" (A.A. Melik-Pashaev), "Conversation on a work of fiction" (S.V. Kutyavina), expressive reading of a poem. Results. In the course of the experimental work, significant differences were revealed in the formation of the general level of emotional responsiveness among students with CRD, so as a result of the control experiment, positive changes were recorded in the EG (Uemp.3 ** = 288; р≤0.05). In the CG, such changes were absent, there are no grounds for stating the general group positive dynamics (Uemp.4 = 364.5; Ucrit. = 326). Conclusion. The results obtained allow us to confirm the hypothesis that as a result of specially organized correctional and developmental work, through the development and implementation of the methodological aspect of theatrical activity in the educational process, there is an effective development of the emotional responsiveness of junior schoolchildren with mental retardation, as the main indicator of the emotional sphere.
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Dow, Keith. "“Marked” Bodies, Medical Intervention, and Courageous Humility: Spiritual Identity Formation in Nathaniel Hawthorne’s The Birthmark". Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine 47, n. 5 (1 ottobre 2022): 625–37. http://dx.doi.org/10.1093/jmp/jhac022.
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Abstract Nathaniel Hawthorne’s The Birthmark offers a sharp lens through which to examine power, purity, and personal identity. Scientist and spiritual idealist, Aylmer, is obsessed with “correcting” the only flaw he perceives in his wife Georgina, the imprint of a small red hand on her pale cheek. For Alymer, this one “imperfection” reaches deep into Georgina’s heart, a sign of sin, decay, and mortality. It is the natural that must be overcome with science. Drawing on Hawthorne’s tragic fiction, this paper questions the influence of stigma, power dynamics, and mind-body dualism in constructing disability identity within the framework of medical and spiritual practices of care. Whether in the role of a spiritual leader, chaplain, or medical professional, people providing care must first address ableism and perceptions of normalcy in relation to their own identity and calling before offering professional advice to disabled people seeking guidance or support. It is only as professional fields adopt a posture marked by courageous humility that healing practices will promote the flourishing of all people, including those with disabilities.
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Kuehl, Rachelle, e Karen Eppley. "Representing Rural: A Critical Content Analysis of Contemporary Middle Grade Novels Set in Rural Places". Research in the Teaching of English 58, n. 4 (1 maggio 2024): 379–404. http://dx.doi.org/10.58680/rte2024584379.
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Children’s literature contains shared meanings that not only reflect societal norms, but also reinstate and reconstitute societal norms. This study used critical content analysis methods grounded in place theory to analyze the textual constructions of rurality in 52 contemporary, middle grade, realistic fiction novels set in US rural places. Findings revealed five salient themes, three of which are discussed in this article: systems work to keep rural people in poverty; rural people have deep connections to place; and rural people have diverse, intersectional identities. While some middle grade books in the sample move toward challenging stereotypes of rural places as monolithic (e.g., White-majority, socially conservative) by including nuanced portrayals of some characters of color, LGBTQ+ characters, and characters with disabilities, others rely on simplistic and otherwise problematic representations, using familiar tropes about rural people that suggest racial and cultural homogeneity privileging Whiteness and making invisible BIPOC in rural communities. Given the powerful impact of stories on identity formation and sensemaking, this study analyzes textual representations of rural people and places in books for middle grade readers.
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Ridinger-Dotterman, Angela. "Precarity as Personhood in Kazuo Ishiguro’s Never Let Me Go". American, British and Canadian Studies 31, n. 1 (1 dicembre 2018): 65–85. http://dx.doi.org/10.2478/abcsj-2018-0017.
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Abstract Kazuo Ishiguro’s Never Let Me Go lures readers into a dystopic world that has the artifice of a country boarding school. When the characters to which readers have become attached are revealed to be clones raised for organ harvesting, the novel forces the readers to confront questions about what it means to be human, and at what cost humanity is willing to preserve itself. In this science fiction narrative about cloning, Ishiguro invokes multiple representations of the disabled body: the clones have been created, to ameliorate disability from the rest of society. Their organs are harvested to forestall the inevitable disabilities that the ailing or aging body will experience. The novel also replicates the social apparatuses that have traditionally been used to contain and eliminate disability. Reading Ishiguro’s narrative of cloning from a disability studies perspective reveals the novel’s use of defamiliarization as a literary technique to examine both the ideological constructions of disability and the physical structures that have contained disabled bodies during the nineteenth and twentieth centuries. Finally, approaching Never Let Me Go from this critical perspective reveals the novel’s answer to the central question it poses: What does it mean to be human?
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Silva, Carla Filomena, e P. David Howe. "Sliding to Reverse Ableism: An Ethnographic Exploration of (Dis)ability in Sitting Volleyball". Societies 9, n. 2 (23 maggio 2019): 41. http://dx.doi.org/10.3390/soc9020041.
Testo completoAbstract (sommario):
This paper illuminates the potential of diversely embodied sporting cultures to challenge ableism, the ideology of ability. Ableism constructs the able body as conditional to a life worth living, thus devaluing all those perceived as ‘dis’-abled. This hegemonic ideology develops into a ‘logic of practice’ through a cultural appropriation of body’s lived complexity, by reducing it to symbolic dichotomies (able/disabled). The path to challenge ableism is then to restore body’s complexity, by turning attention toward its lived embodied existence. Drawing upon an ethnographic study of a sitting volleyball (SV) community, we condense multiple data sources into a sensuous creative non-fiction vignette to translate the physical embodied culture of the sport. In exploring SV physicality through the ethnographic vignette, it is our intention to activate the readers’ own embodiment when interpreting and co-creating this text. By placing the reader in the lived reality of playing SV, we hope that the potential of this physical culture to destabilize engrained ableist premises becomes apparent. Ultimately, our goal is to promote a shift from ableism towards an appreciation and celebration of differently able bodies. This cultural shift is crucial for long lasting social empowerment for people with disabilities.
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MORSS, JOHN R. "The Legal Relations of Collectives: Belated Insights from Hohfeld". Leiden Journal of International Law 22, n. 2 (giugno 2009): 289–305. http://dx.doi.org/10.1017/s0922156509005822.
Testo completoAbstract (sommario):
AbstractCollectives and their interrelations are central to international law. Legal relations between collectives can be analysed with reference to the classic account of Hohfeld without reducing those collectives to mere aggregates of individuals and without recourse to the legal fiction of treating the collective, for example the state, as a quasi-individual. The rights of collectives have been widely if not conclusively explored within international law, but Hohfeld's ‘field’ approach to legal relations enables the scrutiny of the range of relations, including immunities, liberties, powers, and disabilities, as well as claim-rights and the corresponding obligations in others. The main substantive topics for discussion are the legal relations of collective entities such as peoples and minorities, and closely related matters such as self-determination. Applying Hohfeldian analysis to international law highlights the centrality of international collective entities of which the state represents only one variety. The approach described here therefore takes account of the dethroning of the state within contemporary international law and contributes to the theorization of that development. Nearly one hundred years after its first appearance, Hohfeld's analytic scheme continues to generate insights for international law.
29
Mutia, Fitri. "The Condition of Special Library Service s for People with Disability in “Children with Disability Foundation” (YPAC) Surabaya". Record and Library Journal 1, n. 1 (2 gennaio 2018): 1. http://dx.doi.org/10.20473/rlj.v1-i1.2015.1-14.
Testo completoAbstract (sommario):
The Research about library services for people with disabilities is still found rarely, therefore, in this research case, the researcher try to discuss the title in order to enrich the librarianship scientific. This research uses a quantitative approach with the descriptive type. Some findings of the data presented in this research case is about the collection, type of service, the library manager and the library space of Surabaya’s YPAC. In Surabaya’s YPAC is available only in hard copy collections amounted to approximately 1000-1500 ex, that dominated the collection of fiction (stories/illustrated fables). The condition of most of the collection is very alarming because it was never noticed, classified specifically and many collections are laid out horizontally as high book shelf height exceeds available. YPAC library runs only circulation services manually, and organized by teachers who graduate from educational of school for disabled (SLB). Regarding the library are in good condition and clean, there are 4 and 3 units of rackcollection of tables and chairs, but the air circulation is not good because the ventilation system only comes from a window so that the temperature inside the room pretty hot.
30
Mutia, Fitri. "The Condition of Special Library Services for People with Disability in "Children with Disability Foundation" (YPAC) Surabaya". Record and Library Journal 1, n. 1 (29 aprile 2015): 1. http://dx.doi.org/10.20473/rlj.v1i1.75.
Testo completoAbstract (sommario):
The Research about library services for people with disabilities is still found rarely, therefore, in this research case, the researcher try to discuss the title in order to enrich the librarianship scientific. This research uses a quantitative approach with the descriptive type. Some findings of the data presented in this research case is about the collection, type of service, the library manager and the library space of Surabaya’s YPAC. In Surabaya’s YPAC is available only in hard copy collections amounted to approximately 1000-1500 ex, that dominated the collection of fiction (stories/illustrated fables). The condition of most of the collection is very alarming because it was never noticed, classified specifically and many collections are laid out horizontally as high book shelf height exceeds available. YPAC library runs only circulation services manually, and organized by teachers who graduate from educational of school for disabled (SLB). Regarding the library are in good condition and clean, there are 4 and 3 units of rack collection of tables and chairs, but the air circulation is not good because the ventilation system only comes from a window so that the temperature inside the room pretty hot.
31
Kyung-Im Han e 정은우. "The Effect of the Relay Fiction Writing according to Disability on the Attitude of High School Girl Students toward the Students with Disabilities". Journal of Inclusive Education 7, n. 2 (dicembre 2012): 29–51. http://dx.doi.org/10.26592/ksie.2012.7.2.29.
Testo completo
32
Kanyusik, Will. "Eugenic Nostalgia: Self-Narration and Internalized Ableism in Kazuo Ishiguro’s Never Let Me Go". Journal of Literary & Cultural Disability Studies: Volume 14, Issue 4 14, n. 4 (1 ottobre 2020): 437–52. http://dx.doi.org/10.3828/jlcds.2020.29.
Testo completoAbstract (sommario):
Rosemarie Garland-Thomson has recently argued that Ishiguro’s novel Never Let Me Go deconstructs ableism’s binary structure by postulating the existence of clone characters who occupy an abject position in a eugenic dystopia precisely because their genetically engineered, idealized able bodies exist to be used to “cure” the disabilities of others. The article builds on Garland-Thomson’s work, discussing the role of science fiction in Ishiguro’s book as a means to explore how ableist narratives contribute to cultural norms that enable an overt disciplining of disabled bodies that still occurs, despite it no longer being socially acceptable, and posits protagonist Kathy H.’s story as a narrative of disability identity that exposes the contradictory nature of a belief in the able body and its opposition to disability. Putatively able-bodied, Kathy narrates her experience of the world from a subject position that undermines a stable construction of the body within an ableist framework, ultimately showing these distinctions to be untenable. By discussing the role of first-person perspective in Ishiguro’s novel as a means to interrogate internalized cultural narratives that perpetuate ableist practices, the article examines how cultural notions of ability and disability function as terms that define through exclusion the citizen-subject in liberal democratic societies.
33
SPOTAR-AYAR, Ganna, e Mariana TSVYD. "TERM CONCEPTS FOR DISABILITY: SPECIFICS OF NOMINATION, FUNCTIONING AND TRANSLATION (BASED ON MATERIALS OF TURKISH)". Bulletin of Taras Shevchenko National University of Kyiv. Oriental Languages and Literatures, n. 29 (2023): 43–49. http://dx.doi.org/10.17721/1728-242x.2023.29.07.
Testo completoAbstract (sommario):
Background. In linguistics only few works are dedicated to the study of the vocabulary to denote people with disabilities in the Turkish language (Y. Şişman, M. Öztürk, Z. Baykan, A. Demir, A. Efe), just as there are few specialized works in this filed in Ukrainian linguistics, who describe in their studies the problem of terminological irregularity and the lack of terms approved at the state level to denote disability. The relevance of this study is due to the need to popularize the principles of barrier-free society and inclusiveness, the large request for the translation of texts of rehabilitation and treatment, as well as the revitalization of relations between Ukraine and Turkey in these spheres. Methods. During the course of the study over two hundred term concepts used to denote disability and rehabilitation terms functioning from the end of the 19th to the beginning of the 21th century were analyzed with the complex methodology including methods of cognitive linguistics and sociolinguistic approach, the method of contextual analysis and the method of dictionary definitions analysis. Results. The terminology on disabilities in modern Turkish has disorganization that can be explained by such factors as: simultaneous usage of Turkish and foreign lexemes (Arabic Persian, English, French, Latin), euphemization of terms, orientation to international standards and agreements and, as a result, use of English lexemes etc. The vocabulary of international agreements and national legislation was found to differ in some cases. Quick formation of negative connotation is the main influencing factor on the terminology formation process and results in creation of a new replacing term without negative meaning. Conclusions. Summarizing the main difficult issues in translation we suggest to use the complex of methods and approaches, translation tactics and strategies to help for choosing an equivalent according to the type of discourse, such as using WHO classification for translation of medical documentation, taking into account the requirements of the legislation in force and amendments to it for official documents, being careful using periphrastic explanations, making the person as the main concept but not their characteristic. Adaptation for correctness is essential when translating social texts, advertising, fiction, excessive euphemization of concepts should be avoided when working with any type of text and terms for disability.
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Ahlsén, Elisabeth, Mats Mobärg, Norman Vance, Stephen Medcalf, Jeremy Lane, Britt-Marie Kylander, Olof Eriksson et al. "Reviews and notices". Moderna Språk 84, n. 1 (10 maggio 1990): 76–104. http://dx.doi.org/10.58221/mosp.v84i1.10477.
Testo completoAbstract (sommario):
Includes the following reviews:
pp. 76-77. Elisabeth Ahlsén. Magnusson, E. & Nauclér, K. (eds.), Reading and Spelling Disabilities: Linguistic Etiology.
pp. 77-80. Mats Mobärg. Lewin, E. & Lewin, A.E., The Thesaurus of Slang.
pp. 81-82. Norman Vance. Bryans, R., Ulster: A Journey through the Six Counties. + McKittrick, D., Despatches from Belfast.
pp. 82-83. Stephen Medcalf. Wetherbee, W., Geoffrey Chaucer, The Cantebury Tales.
pp. 83-84. Jeremy Lane. Taylor, D.J., A Vain Conceit: British Fiction in the 1980s.
pp. 84-86. Britt-Marie Kylander. Wahlman, B. (projektledare) m.fl., Franska ordboken.
p. 87. Olof Eriksson. Livres nouveaux.
pp. 87-88. Marie-Rose Blomgren. Merle, P., Dictionnaire du Français branché suivi du Guide du français tic et toc.
pp. 89-91. Gunnar Magnusson. Krumm, H.-J. (Hrsg.), Handbuch Fremdsprachenunterricht.
pp. 92-93. Gustav Korlén. Duden, Deutsches Universalwörterbuch. 2 Aufl.
pp. 93-94. Evald Johansson. Freund, F. & Sunqvist, B., Tysk grammatik, övningsbok och Tysk grammatik, övningsbok, facit.
pp. 95-97. Birgit Stolt. Graf von Krockow, C., Die Stunde der Frauen. Bericht aus Pommern 1944-47. + Gräfin von Maltzan, M., Schlage die Trommel und fürchte dich nicht.
pp. 97-99. Michael Opitz. Janka, W., Schwierigkeiten mit der Wahrheit.
pp. 99-101. Annelise Stawström. Köningsdorf, H., Lichtverhältnisse.
pp. 101-103. Christiane Baumann. Bleisch, N., Kontrollverlust.
p. 104. Helmut Müssener. Internat. Deutschlehrerverg (Hrsg.), Dem Frieden entgegen. Ein Lesebuch mit 100 Texten aus fünf Jahrhunderten.
p. 104. Helmut Müssener. Peters, J. (Hrsg.), Zweimal Stockholm-Berlin 1946. Briefe nach der Rückkehr: Jürgen Peters und Wolfgang Steinitz. Mit Nachfragen an Robert Rompe und Jürgen Kuszynski.
35
Derkachova, Olga, e Oksana Tytun. "Innovative Approaches to Literary Texts (Children Literature on Inclusion)". Journal of Vasyl Stefanyk Precarpathian National University 7, n. 1 (21 aprile 2020): 102–11. http://dx.doi.org/10.15330/jpnu.7.1.102-111.
Testo completoAbstract (sommario):
The research deals with applying to innovative approaches to literary text. Inclusive books for children and ways of working with them at pedagogical faculties are considered. In our research, we will demonstrate the work with such books “Cripple Bunny and his brave mother” by Oksana Drachkovskaya, “Trustees for the Giraffe” by Oksana Luschevska and Yevhenia Haydamaka, “Just because” by Rebecca Elliott, “Magda and her Wind” by Iryna Morykvas, “Planet Willi” by Birta Müller, “Yes! I can!: The girl and her Wheelchair” KendryJ. Barrett, Jacqueline BiuToner, Kler A. Friland, Violet Limey and the trilogy on Pearl of Tuuli Pere. The main heroes of these books are children with disabilities and special educational needs. Narrators mostly are their elder or younger brothers or sisters. The reason of the choosing children’s literature on inclusion is that it is modern important literature, which demonstrates the world of children with disability and highlights such serious topics as decease and death. Its aim is to show that variety makes world wonderful and grate. The introduction of holographic design of vita technologies (calligarm, creative games, the pyramid of hero and author) is considered as well, the application of methods of critical thinking (mind-mapping, swot-analysis, six hats, Bloom’s taxonomy) in the analysis of fiction is substantiated. Potential online resources helping work with literature are examined. In addition, the possibilities of online resources (rebus, comics’ generator, the creating of mind maps, crosswords on different platforms) are determined as important part of the work with text. It has proved that such innovate approaches help to develop creative potential of students, allows analyzing literary text in a new way. Such approaches will be helpful in professional activity of teachers in primary school.
36
Hart. "Narrative Strategies and Fictional Intellectual Disabilities". Journal of Modern Literature 42, n. 2 (2019): 185. http://dx.doi.org/10.2979/jmodelite.42.2.11.
Testo completo
37
Newman-Stille, Derek. "From Slash Fan Fiction to Crip Fan Fiction: What Role Does Disability Have in Fandom?" Canadian Journal of Disability Studies 8, n. 2 (28 aprile 2019): 73–95. http://dx.doi.org/10.15353/cjds.v8i2.492.
Testo completoAbstract (sommario):
Slash fiction is perceived by scholars like Henry Jenkins as capable of presenting a counterhegemonic message that critically questions and disrupts power structures in the production of fiction. Slash fiction presents a critical queering of characters, disrupting the heterocentrism of canonical fiction. Slash fiction is a creation of fan fiction where canonically heterosexual couples are paired with one another in love relationships, allowing for an imagined queer potential.
Even though slash, with its queering of relationships would seem to be a doorway into empowerment for disability fiction - replacing one oppressed identity (queer) for another (disability), many of the conventions of slash, mixed with the overwhelming social power of stereotypes around disability serve to further replicate patterns of oppression upon disabled characters. One of the conventions of slash fiction is the need to make canonically straight male characters more vulnerable, more willing to explore their vulnerability in relationships. This vulnerability allows for male protagonists to disrupt the rigid boundaries of patriarchal, heterosexist constructions of masculinity by making the characters more open to vulnerabilities, which tend to be constructed as threats to the construction of patriarchal masculinity. Because of disability’s cultural association with vulnerability in the cultural imagination, disablement is often utilized by slash fiction authors as a means of achieving vulnerability of the characters in a slash fiction relationship. These relationships are often referred to as “Hurt/Comfort” or “H/C” and often depend on the assumption that disablement represents a weakening of the disabled character, problematically representing disability as weakness.
Through an examination of the association between slash and disability on the popular fan fiction site Archive of Our Own, this paper illustrates that although slash fiction has the potential to represent a liberatory counterhegemonic text, it fails to do so where disability is concerned and relies on tropes and assumptions about disability in order to ‘queer’ hegemonic texts.
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Adéyeͅmí, Oͅlálérè. "Representation of Fictional Characters with Disabilities in Selected Crime Novels of Oͅládèͅjoͅ Òkédìjí". Yoruba Studies Review 8, n. 1 (6 maggio 2023): 131–46. http://dx.doi.org/10.32473/ysr.8.1.134090.
Testo completoAbstract (sommario):
Scholars of Yorùbá literary criticism have not done much in the area of disability studies; therefore, there is a paucity of critical works on the representation of people with disability in Yorùbá novels. This study intended to fill the gap. The objectives of the study, therefore, were to examine the representation of fictional characters with disabilities in Oͅládèͅjoͅ Òkédìjí’s crime novels particularly Bínú ti rí and Àgbàlagbà Akàn; assess the message of the novelist, and the implications of those representations for the society within the social and charity models of disability theory. The findings of the study showed that Òkédìjí represents the blind and cognitively impaired persons in a positive manner through his modes of projected characterization. He identifies with the plights of a person with a disability, they are mostly victims of poverty, hunger, and crimes in the Post-colonial Nigerian society; and treats all the fictional characters with dignity and honor in line with Yorùbá thoughts and beliefs. Òkédìjí rejects through his characterization technique and use of proverbs, the insidious kind of social categorization and stigmatization that carry with it a ‘devalued status’ for disabled people prevalent in the modern time as against the Yorùbá culture which regards those living with disability as ‘Eͅni-Òrìsà’ (offspring of the deity). The paper concluded that the message of the novelist about people with disabilities is that disability is not an element of inability; there is ability in disability if society projects a positive image of people with disabilities.
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Shostak, O. O. "RHYTHM SENSE DEVELOPMENT FOR CHILDREN WITH SPEECH DISABILITIES USING FICTIONAL TEXTS". Innovate Pedagogy 2, n. 43 (2022): 52–55. http://dx.doi.org/10.32843/2663-6085/2022/43/2.10.
Testo completo
40
Prater, Mary Anne. "Learning Disabilities in Children's and Adolescent Literature: How are Characters Portrayed?" Learning Disability Quarterly 26, n. 1 (febbraio 2003): 47–62. http://dx.doi.org/10.2307/1593684.
Testo completoAbstract (sommario):
Ninety fictional books written for children or adolescents that portrayed at least one character with a learning disability were analyzed to determine how learning disabilities and related topics were addressed. Results indicated that most of the characters with learning disabilities were dynamic, meaning they changed or grew through the course of the story line. Also, most were the main character, the story was told from their point of view, and their learning disability had a major impact on the plot. Most commonly the learning disability was in the areas of reading and written language, with the character receiving services in a resource room. The diagnostic/evaluation process was often described, but few details about instructional methods were part of the story. Both negative and positive portrayals of teachers were evident.
41
Greenberg, Slava. "Disorienting the Past, Cripping the Future in Adam Elliot’s Claymation". Animation 12, n. 2 (luglio 2017): 123–37. http://dx.doi.org/10.1177/1746847717716255.
Testo completoAbstract (sommario):
Acclaimed Australian animator Adam Elliot dedicated his career to illustrating the experiences of people with disabilities. Elliot’s first trilogy – Uncle (1996), Cousin (1999) and Brother (2000) – is a black and white claymation accompanied by narration reminiscing beloved family members with disabilities. The article intersects disability studies, phenomenology and film studies in an analysis of the disabled body in Elliot’s claymations and the crip ethics they may evoke in spectators. The author argues that Elliot’s clayographies disorient the past by yearning for it and crip the future by criticizing the marginalization of people with disabilities, and focusing on the desire for life ‘out-of-line’. The hybridity of the trilogy is an infusion of documentary ‘domestic ethnography’ or home videos, centering familial ‘others’ with fictional film-noir that allows entrance into the dark realm of recollection. The viewers are offered bodily experiences that emphasize the body’s vulnerability and perishability, presented not in a tragic or inspirational fashion, but as inseparable from human existence. By conjuring these oppositional cinematic styles and genres in clay, disability is represented as the definition of the human experience through an ethical remembrance.
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Lukins, Jordan, Naima Bhana Lopez, Mary Rose Sallese e John Andresen. "Fostering Inclusive Dispositions: Integrating Disability Studies in Teacher Education". Journal of Special Education Preparation 3, n. 3 (1 dicembre 2023): 4–15. http://dx.doi.org/10.33043/josep.3.3.4-15.
Testo completoAbstract (sommario):
In the era of inclusive education, every educator can expect to have students with disabilities in their classroom. Unfortunately, preservice teachers who are not specifically pursuing special education licensure are often only expected to take one course focused on teaching students with disabilities. Given the increased emphasis on less restrictive educational placements of students with disabilities, it is vital for teacher education to promote asset-based, inclusive approaches. In this article, we share the rationale for embedding critical perspectives from the field of disability studies into teacher education courses. We further detail five course design priorities that support teacher candidates’ development of inclusive dispositions: (1) centering models of disability; (2) integrating disability history; (3) addressing language and terminology; (4) prioritizing first-person narratives; and (5) illustrating disability-inclusive curriculum. Inspired by our own experiences with developing and teaching introductory courses, the article follows one teacher educator’s fictional journey of redesigning a “Special Education 101” class with these priorities in mind. This article spotlights small but powerful shifts teacher educators can make to prepare future inclusive educators who think, talk, and teach about disability through a critical lens.
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Valentini, Carla Beatris, Cláudia Alquati Bisol e Fernanda Bitencourt Prigol. "Inclusion, teacher training and digital technologies: reflections from the ProInclude learning object". Caderno Pedagógico 21, n. 2 (15 febbraio 2024): e2725. http://dx.doi.org/10.54033/cadpedv21n2-044.
Testo completoAbstract (sommario):
Inclusive education refers to all people who have been excluded from formal education or quality formal education, whether for ethnic/racial, cultural, economic and/or social reasons. It is about bringing equality of opportunities to the field of education. Our discussion, in this article, focuses on special education from the perspective of inclusive education, specifically on the education of regular class teachers to include students with disabilities with the support of a digital learning object. We present three fictional scenes based on everyday experiences in common schools. We illustrate three situations in which the inclusion of a student with visual impairment is on the agenda and the way in which, in each scene, the teachers constitute the schooling possibilities for this student. The discussion aims to outline some concepts that support an understanding of the relationship between students with disabilities and inclusion and support a subsequent discussion on teacher education, for which we present a proposal for using the ProIncluir learning object (www.proincluir.org), in dialogue with some concepts of OnLife education.
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Grove, Nicola. "Finding the sparkle: storytelling in the lives of people with learning disabilities". Tizard Learning Disability Review 20, n. 1 (5 gennaio 2015): 29–36. http://dx.doi.org/10.1108/tldr-05-2014-0015.
Testo completoAbstract (sommario):
Purpose – The ability to tell a story, whether personal or fictional, is a skill which can enable people to build a sense of identity, friendship, community and self-advocacy. However, narrative is rarely prioritised in services. The paper aims to discuss these issues. Design/methodology/approach – This paper describes two approaches to the development of storytelling for people with learning disabilities used by the charity Openstorytellers. Reflections from interviews are used to illustrate how individuals view their experiences as storytellers, and the benefits that come in the wake of learning to tell and listen to stories. Findings – Storytelling led to an increased sense of purpose, confidence, communication and value. The findings are based on subjective perceptions by the people concerned, and were not obtained through independent research. However, they represent a first step towards evaluating the impact of multidimensional interventions. Practical implications – Services need to consider how they enable their members to participate actively in the sharing of experience, and imaginative and creative activities. Storytelling, both mythic and personal, can help to develop social relationships and active participation in one's community. Originality/value – Both of the approaches described here (Learning to Tell; StorysharingTM) are innovative approaches which are new in the field of learning disabilities.
45
Angell, Maureen E., Joanna K. Nicholson, Emily H. Watts e Craig Blum. "Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities". Focus on Autism and Other Developmental Disabilities 26, n. 4 (20 ottobre 2011): 206–17. http://dx.doi.org/10.1177/1088357611421169.
Testo completoAbstract (sommario):
An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of visually cued instruction, included scripts in which the students’ “heroes” or preferred fictional characters demonstrated targeted interactivity transition behaviors. The strategy decreased response latency for all three students as documented within a single-case withdrawal (A-B-A-B-A-B) design replicated across the three participants. Instructional staff implemented the intervention and, at the end of the study, all remarked about the dramatic effectiveness of the adapted Power Card strategy, said they would use this strategy in the future, and noted that overall classroom functioning had improved. Implications for classroom practice and recommendations for further research on the use of Power Card strategies are discussed.
46
Janger, Michael. "Disability Orientation and Regulatory Focus in the Assistive Technology Context: A Study of Deaf and Hard-of-Hearing Consumers". Canadian Journal of Disability Studies 8, n. 5 (28 ottobre 2019): 42–97. http://dx.doi.org/10.15353/cjds.v8i5.566.
Testo completoAbstract (sommario):
With people with disabilities (PwDs) representing 15% of the United States population, the PwD market demonstrates significant potential as a lucrative target market for businesses. Yet, empirical data is lacking on consumer behaviour among PwDs considering assistive technology products to enhance accessibility. The purpose of this study is to understand the purchase decision process through the lens of a major theory of consumer behaviour, regulatory focus. 171 deaf and hard-of-hearing individuals primarily aged 18-29 were surveyed on two empirically tested scales that measure regulatory focus and disability orientation. This survey included the viewing of a fictional advertisement about an assistive technology product. The findings supported the evidence of a relationship between disability orientation and regulatory focus. A sense of exclusion, social model acceptance, and disability pride were statistically significant predictors of either or both regulatory focus orientations with regard to assistive technology products. Also, whether the subject did/did not have a second disability was partly determinative of prevention focus. Segmentation by disability identity and regulatory focus is suggested. The findings are an important contribution to the established literature on regulatory focus, and fill a major empirical gap in marketing literature for the PwD market. The limitations to this study include the continuing theoretical evolution of disability orientation, and the limitation of the sample to a single disability type (deafness) within a single age group. Similar studies on other disability types could better establish the findings of this study.
47
Yang, Hui Jae, Eun-Byel Oh e Jung-Mee Kim. "Comparison of Automatic Speech Recognition System for School-aged Children’s Narratives: Naver Clova Speech and Google Speech-to-Text". Communication Sciences & Disorders 28, n. 1 (31 marzo 2023): 30–38. http://dx.doi.org/10.12963/csd.23952.
Testo completoAbstract (sommario):
Objectives: Language sample analysis (LSA) is a critical component of child language assessment. However, most clinicians consider LSA to be time consuming work. In particular, transcription is seen as an overwhelming task. Due to rapid technological advances, various automatic speech recognition systems have been developed. This study aimed to investigate the accuracy and the characteristics of two automatic speech recognition programs, Naver Clova Speech (Naver Clova) and Google Speech-to-Text (STT).Methods: A total of 40 school-aged children with typical development (TD) and children with language learning disabilities (LLD) participated in the study. Each child was asked to generate two fictional narratives. In total, 72 narratives produced by 36 children were used. To examine the accuracy of Naver Clova and Google STT, syllable error rate was analyzed and compared to reference transcripts. For the detailed analysis, types of error such as substitution, deletion and insertion were examined.Results: Results showed that Naver Clova was significantly lower than Google STT in error rate of transcription. But the transcription error rate of the two child groups was not significantly different. Additionally, the Naver Clova error rate was higher in substitution, deletion, and insertion respectively. The Google STT error rate, on the other hand, was higher in deletion, substitution and insertion respectively.Conclusion: Naver Clova were more accurate than Google STT in transcribing children’s narratives. But the transcription accuracy of two child groups was not different. This suggests that recently developed automatic speech recognition systems have clinical utility. These systems can reduce clinician’s workload in regards to LSA and this would contribute to qualitatively enhanced language assessment.
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Ibrahimy, Muhammad I., e Ahmad I. Ibrahimy. "Multivariate EEG Signal Processing Techniques for the Aid of Severely Disabled People". Asian Journal of Electrical and Electronic Engineering 2, n. 1 (21 aprile 2022): 40–44. http://dx.doi.org/10.69955/ajoeee.2022.v2i1.32.
Testo completoAbstract (sommario):
Electroencephalography (EEG) has been used for several years as a trace of signals for facilitating subjects with serious infirmities to communicate with computers and other devices. Many studies have revealed the correlation of mental tasks with the EEG signals for actual or fictional movements. However, the performance of Brain Computer Interface (BCI) using EEG signal is still below enough to assist any disabled people. One reason could be that the researchers in this field (motor imagery based BCI) normally use two to three channels of EEG signal. This might limit the performance of BCI, as an extra source of information generally helps in detecting a person's motor movement intentions. Therefore, the proposed research work is involved with three or more channels of EEG signal for online BCI. Two fundamental objectives for BCI based on motor movement imagery from multichannel signals are aimed at in this research work: i) to develop a technique of multivariate feature extraction for motor imagery related to multichannel EEG signals; and ii) to develop an appropriate machine learning based feature classification algorithm for Brain Computer Interface. Nevertheless, all other problems like interfacing and real-time operations with current BCIs are also addressed and attempts are made to reduce the problems. The methodology can be described by following steps as follows: i) at least 3 channels of EEG signal are recorded; ii) a few features are extracted from preprocessed EEG signal; iii) all extracted features are classified to generate commands for BCI; iv) finally evaluate the performance of the proposed algorithm for BCI. The challenge of this research work is to investigate and find an appropriate model for online (real-time) BCI with a realistic performance to be made in achieving better lives for people with severe disabilities in Malaysia and abroad.
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Торлопова, Любовь Андреевна. "Театр как «образ жизни» человека с инвалидностью: антропологические наблюден". Вестник антропологии (Herald of Anthropology), n. 1 (53) (15 marzo 2021): 50–60. http://dx.doi.org/10.33876/2311-0546/2021-53-1/50-60.
Testo completoAbstract (sommario):
В статье на основании пилотного исследования методом кейс стади прослеживаются связи инвалидности с искусством: какой путь проходит человек с инвалидностью, стремясь к театральному творчеству? Ответ на этот вопрос строится через попытку рассмотреть жизнь человека с инвалидностью как своеобразную социальную драму, и увидеть то, какие трансформации происходят при взаимодействии реальных жизней с реальным театром. Контекст привычного нам театра смещается от формата выдуманных персонажей и их историй, упакованных в рамки воображаемого мира одного автора, в сторону персонажей, со-творящих художественный проект реалистичными деталями своих индивидуальных жизненных нарративов. Это становится возможным благодаря феномену социального театра. Он, как и его форма – инклюзивный театр, вмещает в себя, помимо эстетической составляющей, иную иерархию – горизонтальную, где каждый участник – творец на равных, имеющий свои зоны ответственности. Образ инклюзивного театра раскрывается на конкретном примере крупного российского проекта «Инклюзион», работающего в семи городах России. На Новосибирском кейсе этой сети театральных школ иллюстрируется, какие ценности позиционируются артистами с инвалидностью как те, что делают жизнь человека «наполненной», несмотря на «ограниченные возможности». Based on a pilot study, the article traces the links between disability and art: what path does a person with a disability take on the way to theatrical creativity? The answer to this question is built through an attempt to consider the life of a person with a disability as a kind of social drama, and to see what transformations occur when real lives interact with real theatre. The usual context of a theatre is shifting from the format of fictional characters and their stories, packed in the framework of the imaginary world of one author, towards characters who co-create an artistic project with realistic details of their individual life narratives. This is made possible by the phenomenon of social theater. Social and inclusive theater contains, in addition to the aesthetic component, a horizontal hierarchy, where each participant is a creator on an equal footing, with his/her own areas of responsibility. The image of an inclusive theater is revealed in the article on the concrete example of the big Russian project “Incluzion”, which works in seven cities of Russia. The Novosibirsk case of a theater network demonstrates which values are positioned by artists with disabilities as those that make a person’s life “fulfilled”, despite “limited opportunities”.
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O.O., Zabolotska. "MEANS OF IMAGINARY WORLD FORMATION IN FANTASY TEXTS". South archive (philological sciences), n. 87 (29 settembre 2021): 46–52. http://dx.doi.org/10.32999/ksu2663-2691/2021-87-7.
Testo completoAbstract (sommario):
A textual world is a cognitive complex, which combines two elements: a text base, a textual material; a cognitive base – knowledge and ideas of the communiсators. A textual world is divided into a great deal of various imaginary worlds: the author’s world and the personages, which in its turn is subdivided into the world of ideas, the world of desires, knowledge and the world of obligations. By the way, a textual world can be real and unreal or imaginary (M. -L. Rayyan), deictic, attitudinal and epistemic (P. Vert).The purpose of this article is to single out means of formation of an imaginary world in fantasy texts by J. R. R. Tolkien.In this article such methods were used: descriptive, interpretative and textual analysis, component analysis.Results. Literary world is concretized primarily in connection with its subject and the form of its implementation. The imaginary world in fantasy texts is modeled on certain principles: the use of archetypal plots and images, the opposition of good and evil, organization of the plot in the form of a quest, the use of mythological creatures, imaginary time and space, magical objects – artifacts. Imaginary world in J. R. R. Tolkien’s texts is built on the basic ideas of English-speaking community about unreality and fantasy of the author. Indicators of the imaginary are divided into 4 thematic groups (imaginary creature, imaginary subject, imaginary space and imaginary time). An imaginary creature as a result of author’s fantasy is represented as supernatural being, real for fantasy world human or animal like hybrid with nature wishes, certain intellectual abilities and physical disabilities. The imaginary subject is depicted as a unique artifact, which is actualized in jewelry, weapons and various things with supernatural properties.The imaginary space and time are based on the real one, keeping all typologies (natural, artificial environment, linen, metric, circular time). But it differs in logical incompatibility with the facts of reality and the presence of fictional representatives of flora and fauna, which gives to imaginary space and time uniqueness, anomalies and unusualness. Conclusions. Descriptive, interpretative and textual analysis helps to single out a thematic dominant, which forms informative value of lexical and semantic field “Imaginary”. Arch lexeme imaginary expresses the whole meaning of the notion “imaginary”.Key words: imaginary space and time, imaginary subject, imaginary creature, imaginary world. Текстовий світ є складним когнітивним комплексом, що поєднує два елементи: текстову базу, тобто мовний матеріал, фіксований на тому чи іншому матеріальному носії; когнітивну базу – знання й уявлення комунікантів. У межах текстового світу виокремлюються різноманітні можливі світи: світ автора і світ персонажів, який своєю чергою поділяється на світ уявлень, бажань, світ знань, світ зобов’язань. До того ж світи бувають реальними та нереальними, або уявними (М.-Л. Райян), дейктичні, атитюдні та епістемічні похідні світи (П. Верт).Мета статті – виявити засоби створення уявного світу у фентезійних творах Дж. Р. Р. Толкіна.У ході розвідки використовувалися такі методи, як: дескриптивний метод; метод інтерпретаційно-текстового аналізу, метод компонентного аналізу.Результати дослідження. Художній світ конкретизується насамперед у зв’язку з його суб’єктом (художнім світом письменника) і формою втілення (світ художнього твору). Уявний світ у фентезійних творах є вторинним стосовно звичайного світу та моделюється за певними принципами: звернення до архетипних сюжетів та образів, протиставлення добра та зла, організація сюжету у формі квесту, використання міфологічних істот, уявного часу та простору, магічних об’єктів – артефактів. Уявне у творах Дж. Р. Р. Толкіна моделюється на основі уявлень англомовної спільноти про ірреальність та фантазій власне самого автора. Індикатори уявного можна розподілити на чотири тематичні групи (уявна істота, уявний предмет, уявний простір, уявний час). Уявна істота як плід фантазії автора постає як надприродна істота, реальний для світу фентезі людино- або твариноподібний гібрид з природними потребами, певними інтелектуальними здібностями та фізичними недосконалостями, яка має місію, переважно на стороні Зла. Уявний предмет зображено як унікальний артефакт, який актуалізується в коштовностях, зброї та різноманітних предметах з надзвичайними властивостями.Уявний простір і час засновані на реальному, зі збереженням усіх типологій (природне, штучне середовище; метричний, лінійний, циклічний час), однак його відмінність у творах Дж. Р. Р. Толкіна полягає у логічній несумісності з фактами дійсності та наявності вигаданих представників рослинного та тваринного світів, що надає уявному простору і часу унікальності, аномальності та незвичності. Висновки. Аналіз словникових дефініцій і контекстних експлікацій сприяли визначенню тематичних домінант, які утво-рюють інформативне наповнення лексико-семантичного поля «Уявне». Архілексема imaginary виражає значення усього уявного по своїй природі, а всі синоніми та похідні лексеми представляють ядерну зону зазначеного поля.Ключові слова: уявний простір і час, уявнийпредмет, уявна істота, уявний світ.