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Bibliografias temáticas / Fiction, disabilities

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Literatura científica selecionada sobre o tema "Fiction, disabilities"

Autor: Grafiati

Publicado: 25 de julho de 2024

Última modificação: 31 de julho de 2024

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Artigos de revistas sobre o assunto "Fiction, disabilities"

1

Gajewska, Grażyna. "Ciała protetyczne w anglosaskich utworach fantastycznonaukowych. Ujęcie posthumanistyczne". Images. The International Journal of European Film, Performing Arts and Audiovisual Communication 34, n.º 43 (20 de outubro de 2023): 319–36. http://dx.doi.org/10.14746/i.2023.34.43.21.

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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.º 4 (1 de julho de 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.º 2 (março de 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.º 2 (1 de setembro de 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.º 2 (23 de novembro de 2021): 171–78. http://dx.doi.org/10.25128/2415-3605.21.2.22.

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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.º 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.º 3 (26 de novembro de 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.º XXI (30 de dezembro de 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.º 1 (maio de 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.º 4 (1 de maio de 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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Teses / dissertações sobre o assunto "Fiction, disabilities"

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Russell, Emily S. "Embodied citizenship disability in the national imagination /". Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1383482921&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Haskins, Ryan. "The Never-Knowns". Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5792.

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The Never-Knowns is a novel about a high-intensity behavioral group home for adults with severe to profound developmental disabilities, its residents, and the staff who are employed there. Focusing on plural protagonists, no single narrative is ever fully realized or resolved, leaving only a cryptic aggregate of experiences, revelations, and trauma. In a typical suburban neighborhood, much like any of us grew up in or now live, there is a house down the block that no one discusses openly. This house seems like all the rest, well landscaped and tidy. Although three times a day much coming and going of college-aged kids and ne'er-do-wells whispers of something covert, obscure. This house is many things to many people; a workplace, or home, or burden, or profit, or prison. An unfortunate, absurd one-act play echoes infinitely for those kept here. Constance is a thirty-something disabled woman who wakes every morning by sprinting nude in a wondrous fury toward the first person or thing she can destroy. Malcolm is a new staff member who snorts meth and masturbates in his car during shift breaks. Terry is a twenty-five year old deaf mute who believes his clothes dresser is God and always knows exactly how many feet are between him and every other place he'd rather be. Jake is a veteran staff member who has finalized his plans to take all the residents of the house deep into a forest and abandon them. Using disjointed, prolix, and often dissonant approaches to storytelling, The Never-Knowns seeks to convey the perspectives of developmentally disabled individuals who possess few or no language skills, and who are so far detached from their own existence that their understanding and interaction with the world is simultaneously grotesque, beautiful, and confounding.
M.F.A.
Masters
English
Arts and Humanities
Creative Writing

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3

Walker, Gore Clare Helen. "Plotting disability : physical difference, characterisation, and the form of the novel, 1837-1907". Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709332.

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Yorke, Stephanie. "Disability, normalcy, and the failures of the nation : a reading of selected fiction by Salman Rushdie, Rohinton Mistry, Indra Sinha, and Firdaus Kanga". Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:50a3e631-419f-490a-9995-f0fa511e5688.

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This thesis is a study of representations of disability in a selection of Anglophone Indian literature written between 1981 and 2006. In this thesis, I argue that, in fiction by Salman Rushdie, Rohinton Mistry, Indra Sinha, and Firdaus Kanga, disability often takes on positive symbolic value as it represents the potential for the postcolonial polis to survive and thrive, but that the ultimate death or medical normalisation of disabled characters in many of these narratives is tied to a loss of political optimism. While these texts in many instances disturb norms surrounding able-bodiedness and disability, they often ultimately narrate a pessimistic conformity to scripts of normalization, and in so doing, map the unjust triumph of a prescriptive national or international politics onto a prescriptive politics of the body. As disability is eliminated, so is the potential for resistance to latent colonial or hegemonic forms. On the other hand, those fictions that narrate a sustainable disabled presence suggest the potential for the community or nation to emerge from oppressive social structures unscathed. I focus on applying literary disability scholarship to Indian novels which demand scrutiny through a disability studies lens, given their dependence upon the disabled body as a metaphoric object and the continuities in their disability representation and the representation of history. While the focus of my work is upon the nuances of disability representation as it is used to parallel the rise (and sometimes fall) of political optimism in these examples of Anglophone Indian literature, I also read toward an understanding of how the postcolonial perspective of these fictions may inflect and complicate disability representations, and investigate Western notions of normalcy as they are represented as intruding upon this literature and as disciplining the body in these texts. This disciplining is further explored through an ancillary reading of how medical apparatus and infrastructure, such as hospitals, ambulances, and especially doctors, are represented in this group of novels, as it is often in conjunction with the medical establishment that disabled characters are subjected to (neo) colonial violence. In the first chapter, which takes the form of a critical introduction, I discuss the terms of my argument within the development of disability studies, and position myself within the debates and concerns of literary disability studies in particular. I consider the antecedents and development of what is now called the cultural model of disability, and discuss how literary disability scholarship, which began its development with a focus on Western texts and contexts, has begun to extend its range of inquiry to become global in scope. I consider examples of the interplay of contemporary Indian history with biopolitical ideals and the paradigm of normalcy as it has been articulated by Lennard Davis and his intellectual predecessors including Canguillheim and Foucault. In the second chapter, which is entitled "The Medical and the Monstrous: Disability in Salman Rushdie's Midnight's Children, Shame, and The Moor's Last Sigh," I consider how the disabled body is created as an object of competition in an ideological agon between a violent, globalized modernity and a sometimes-idealized fictive past. While Rushdie often represents the disabled body in a very simplified and rather bigoted register, he also to some extent engages with the more complex potentialities of disability to represent the failure of the state. The normalizing perpetration of a Westernized medical apparatus against disabled people becomes the proof and of political disintegration and the dissolution of hope for the emergent nation, whether in Rushdie's fictional version of India or Pakistan. In the third chapter, "Disability and the Realization of Metaphor in Rohinton Mistry's Such a Long Journey and A Fine Balance," I consider Rohinton Mistry's disability representations in relation to his engagement with the tradition of European realism. While Mistry attempts to re-locate the normal type articulated by the European novel, and subverts the conventions of European fiction even as he employs them, he still depends upon a largely uncontested tradition of disability representation. While he re-locates the norm in many demographic respects, he does not fully manage to rescue disability from an ancillary and symbolic role in the fiction. Mistry uses disabled characters symbolically to imagine political upheaval from a disadvantaged and sometimes from a subaltern position, creating in disabled characters their symbolic correlates. In my fourth chapter, "Collective Disability and the Dis-located Norm in Indra Sinha's Animal's People," I consider the ways in which this novel effaces paradigms of normalcy by imagining an environment in which disability is the unifying commonality of community life. While Mistry and Rushdie ultimately write disability as narrative anomaly in the ways described by Mitchell and Snyder, Sinha inverts the paradigm of the anomalous body in his fictional representation of the Bhopal disaster. The failure of the Indian state to protect its citizenry results in collective disability identification, while those able-bodied individuals who might be treated as normal in another fiction become suspicious outsiders. In my fifth chapter, "Unaccommodating Fictions: Disability, Authorship, and the Politics of Failure in Firdaus Kanga's Trying to Grow," I consider the ways in which gay, disabled, Parsi writer Firdaus Kanga represents failure and dependency as character weakness. Kanga validates neoliberal competition by re-imagining the potential for economic and social attainment as properties of mind at the exclusion of the body, and, in so doing, inaugurates an adaption of paradigms of normalcy. Kanga's imaginary valorises the economically competitive individual, but simply removes the constraint of bodily normalcy from this ideal marketable man. For Kanga, economic freedom from parental, societal, or governmental intervention is edifying, as masculinity is achieved through uninhibited competition. In my conclusion, "Good Doctors and Bad Doctors in Rushdie, Mistry, Sinha, and Kanga," I consider the representation of the clinic and of physicians in addition to the representation of disabled people in the novels included in this thesis. Doctors and medical apparatus become symbolic correlates for different political impositions and political strategies, often representing the abuses and failures of government or of public policy. I will frame my discussion within Foucault's concept of the clinic, and will consider the ways in which traditional and Western medicine take on symbolic meaning in these fictions of India.

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Haugen, Hayley Mitchell. "Writing the "self-determined" life representing the self in disability narratives by Leonard Kriegel and Nancy Mairs /". Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1147369805.

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Urban, Abbey N. "Presentation and Representation of Characters with Disabilities in Fictional Children's Books for Intermediate Grades". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1394114909.

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Mims, Pamela J., e Carol Stanger. "ELA Instruction for Students with Significant Disabilities: Fictional Novels Taught Through an iPad App". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/192.

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This presentation will inform participants on three studies targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of 3 single case studies, participants will learn about supports to make accessing the general curriculum motivating and easy to use while promoting best practices. Learner Outcomes: • This presentation will provide an interactive session on the use of the iPad app for use in grade aligned ELA instruction for students with significant disabilities from diverse backgrounds; • Participants will learn about the results will learn about the results of 3 single case studies conducted on the app (1 using nonfiction text and 2 using fictional text depicting characters from diverse backgrounds) with students with significant intellectual disabilities/autism; and • Participants will gain information about the scripted lesson that promotes best practices in teaching ELA.

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Mims, Pamela J., Carol Stranger, Julie A. Sears e Wendee B. White. "Applying Systematic Instruction to Teach ELA Skills Using Fictional Novels in an iPad App: Results from a Study on Students with Significant Disabilities". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3227.

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Increasingly, researchers have successfully identified strategies to promote comprehension to students who are nonreaders. Further research is needed to replicate these promising results. In the current study, we used a multiple probe across participants design to evaluate the effectiveness of an iPad app, which incorporates evidence-based practices such as constant time delay and system of least prompts, on the acquisition of targeted vocabulary and comprehension of four middle school students with significant intellectual and developmental disability (SIDD). Findings suggest that the intervention resulted in improved performance across all participants and that some generalization and maintenance of skills was seen. Limitations and implications for practice and future research are discussed.

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Bangsund, Jenny Christine. "Dwelling among mortals narratives of disability and revelation in twentieth-century American fiction /". 2007. http://etd1.library.duq.edu/theses/available/etd-03082007-112726/.

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(9171503), Zihan Wang. "FICTION MEDICINE AND THE COMMUNIST REVOLUTION IN THE PEOPLE’S REPUBLIC OF CHINA". Thesis, 2020.

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This dissertation examines medical representations, or what I call “fiction medicine,” in post-1949 Chinese literature and film. It is not uncommon to evaluate whether medical facts are scientifically portrayed in literary and cinematic works. Insightful and reasonable as this method is, the interpretation of relevant descriptions from a single medical perspective tends to exclude what may be labeled as misrepresentations from scholarly attention. Therefore, without judging the value of fiction medicine in accordance with scientific standards, this dissertation analyzes how and why medical (mis)representations are formed in the way they are shown, which allows me to unearth those factors, such as politics, international relations, ideology, and the like, that exert considerable influence on the construction of medical landscape in cultural works.

By exploring the interaction between representations and medicine under the Chinese revolutionary context, I argue that during the socialist period (1949-78), while revolutionary concerns tightly regulated the writing of fiction medicine to consolidate the Chinese Communist Party (CCP)’s rule, the production of fiction medicine was not always monolithic, containing tensions and even resistances against the prevailing ideology. I also argue that, after 1978, although socialist fiction medicine was deconstructed in many ways, some remnants of its legacies have kept influencing contemporary literary and cinematic imaginations. Based on my main arguments, I will further explore why some socialist legacies were preserved and remained influential while others were abandoned as reminders of the past. I suggest that this phenomenon was highly related to the shifting goals of the Chinese Communist Party (CCP) in the post-1978 political, ideological, and economic reorientation.

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Livros sobre o assunto "Fiction, disabilities"

1

Brenna, Beverley. Stories for every classroom: Canadian fiction portraying characters with disabilities. Toronto: Canadian Scholars' Press, 2015.

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2

ill, Matthews Jenny 1948, ed. Adventure holiday. London: A & C Black, 1991.

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3

Yamamoto, Kazuko. Kii-chan. Tōkyō: Arisukan, 1999.

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4

Covington, Dennis. Lizard. London: Bloomsbury, 1996.

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5

Covington, Dennis. Lizard. New York, N.Y: Delacorte Press, 1991.

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6

Loreto, Joan Marie. A song for Susan: Story. [Surry, Me.]: Special Children's Friends, 1986.

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7

Turner, Bonnie. The haunted igloo. Boston: Houghton Mifflin, 1991.

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8

Dobkin, Bonnie. Just a little different. Chicago: Childrens Press, 1994.

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9

Stemp, Jane. Waterbound. London: Hodder Children's Books, 1995.

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10

Jane, Hamilton. When Madeline Was Young. New York: Knopf Doubleday Publishing Group, 2006.

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Capítulos de livros sobre o assunto "Fiction, disabilities"

1

Bradford, Clare. "Disabilities in Medievalist Fiction". In The Middle Ages in Children's Literature, 85–106. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137035394_5.

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2

Tautiva, Vilmary. "Fact or Fiction". In Curricula for Students with Severe Disabilities, 57–69. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315749112-7.

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Brown, Megan. "“Tell Me Who I Am”: An Investigation of Cultural Authenticity in YA Disability Peritexts". In Beyond the Blockbusters, 140–55. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496827135.003.0010.

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This chapter discusses the methods used by publishers to present culturally authentic characters with disabilities to readers. Disabilities deserve to be communicated realistically within the books that young adults access. Remaining authentic to the accurate culture of disability is not an easy task but through time spent, experiences, and exposure to disabilities and the people who have them, the author’s knowledge aids in their writing. By identifying patterns in the peritextual information in a random sampling of 30 YA realistic fiction novels written from 2010 to 2016, the analysis in the chapter presents the support for representational accuracy of disability in book narratives.

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4

Parikh, Crystal. "Being Well". In Writing Human Rights. University of Minnesota Press, 2017. http://dx.doi.org/10.5749/minnesota/9780816697069.003.0006.

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Considering the family romance and family saga as adapted in narrative fiction by Jhumpa Lahiri and Ana Castillo, in tandem with the Convention on the Rights of Persons with Disabilities, Chapter Five argues for a conception of the right to health that recognizes embodied vulnerability as the core feature of human being.

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5

Jepkoech, Francisca. "Differentiated Learning in a Typical Classroom". In Closing the Educational Achievement Gap for Students With Learning Disabilities, 228–45. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8737-2.ch011.

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Differentiated learning continues to be the talk of the day in every institution and remains a fiction of the teaching fraternity. In a learning set up, students come from different backgrounds and requires teachers to understand and gather for their needs. It is therefore paramount to employ differentiated learning to ensure no child is left behind. Students are the pillar of our teaching either inside or outside of the classroom. For teaching to be successful we have to understand our students better to meet their interests and needs. It is evident from research that there are several ways in which student information can be obtained and recorded. According to rethinking classroom assessment with purpose in mind, student information can be obtained through various assessment techniques such as formative, diagnostic, and summative assessment. Teachers need to differentiate kinds of impairment and abilities to identify instructional strategies that conform with the students learning design to avoid less comprehension and student disengagement.

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6

Murray, Stuart. "Reading Disability in a Time of Posthuman Work: Speed, Sleep and Embodiment". In Disability and the Posthuman, 181–226. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789621648.003.0006.

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This chapter looks at the place of disability in a time of posthumanist work. Work and employment are categories in which there are many public narratives about the ‘problems’ of people with disabilities. In a contemporary late-capitalist world that privileges ideas of work productivity and efficiency, those with disability are frequently deemed ‘slow’ or inefficient. The chapter explores claims made about 24/7 work cultures, seen through ideas of speed and time. It reads narratives of embodied work, in which disability is a central driver of depictions of subjectivity; and of sleep, a state deemed to be highly ‘unproductive’ and, as such, problematically wasteful. It focuses on a range of contemporary fiction to make its arguments.

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7

Murray, Stuart. "(Post)human Subjects, Disability Deployments". In Disability and the Posthuman, 35–72. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789621648.003.0003.

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Chapter One concentrates on recent theoretical writings on disability and posthumanism and also explores the intellectual spaces in which the subjects take shape, before moveing to a discussion of how these come together in select science fiction films. Disability Studies and critical posthumanism have much in common; a critique of humanist norms; a recognition of complex embodiment; and a commitment to intersectionality and inclusive practice among them. But they also harbour suspicions of one another. The most important divergence between the two subject areas comes in arguments surrounding transhumanism. Transhumanist assertions that the application of future technology will allow for bodily and neurological enhancement, and the ‘improvement’ of humans as a result, are met with hostility by many with disabilities who see in them suggestions that disability is a condition that might, and indeed should, be eradicated in a science-led drive towards ‘perfection’. The chapter will explore these and other debates, especially as they form around cultural representations and the ways stories are told about the bodies and technologies of the future.

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Murray, Stuart. "Visualising and Re-Membering Disability Body Politics in Filmic Representations of the ‘War on Terror’". In Disability and the Posthuman, 131–80. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789621648.003.0005.

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This chapter focuses specifically on film and visualising depictions of the connections between disability and posthumanism as they are manifest in a set of contemporary narratives about war and conflict. I use a broad conception of prosthetics to read these intersections, claiming that their articulations of embodiment are disability stories even as they appear to be narratives of hyperability, scientific strength and male authority. The chapter juxtaposes a series of Hollywood features exploring the wars in Iraq and Afghanistan with films made in Iraq and Iran that narrate the conflict from alternative points of view, ones that often lack the kinds of sophisticated technology that so marks American storytelling. In each, the power of the visual, of seeing disabled bodies, is paramount. Seeing the weaponized soldier, as well as the disabilities such technologies produce through the disasters they create, creates a powerful identification that reaches across many aspects of contemporary life, from media images of refugees to stories of disabled veterans. The chapter claims that fiction film, again often full of the messy contradictions that define the meeting of disability and posthumanism, offers opportunities to unpick the terms of this power and the reach of its meanings.

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Yuknis, Christina, Thomas Mitchell e Thangi M. Appanah. "A Model Unit Plan". In Strategies for Promoting Independence and Literacy for Deaf Learners With Disabilities, 163–90. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5839-6.ch006.

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This chapter provides practitioners with a blueprint for developing a unit plan to teach expository writing to neurodivergent deaf students. Teachers are challenged to support the needs of these students. The authors provide a structure for teachers to focus on minimizing barriers and making learning accessible to all students using a universal for design (UDL) framework. The chapter includes a sample unit plan using the profiles of fictional target students. A clear process is described to unwrap the standards and determine the skills and concepts to be taught. The process for developing goals, objectives, selecting materials, assessments, and strategies is also included. Throughout the course of this chapter, each step of the process is clearly outlined by using a think aloud process and providing a rationale behind each decision.

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Trabalhos de conferências sobre o assunto "Fiction, disabilities"

1

Tejero Hughes, Marie. "Exploring Realistic Fictional Books Written for Young Children for Authentic Representations of Characters With Disabilities". In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2092512.

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Tejero Hughes, Marie. "Exploring Realistic Fictional Books Written for Young Children for Authentic Representations of Characters With Disabilities". In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2092512.

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3

James Edwards, Emory, Kyle Lewis Polster, Isabel Tuason, Emily Blank, Michael Gilbert e Stacy Branham. ""That's in the eye of the beholder": Layers of Interpretation in Image Descriptions for Fictional Representations of People with Disabilities". In ASSETS '21: The 23rd International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3441852.3471222.

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