RDS Volume 1, No. 1

Permanent URI for this collection

https://hdl.handle.net/10125/58060

Browse

Recent Submissions

Now showing 1 - 10 of 11
  • Item
    Review of Disability Studies: An International Journal Volume 2 Issue 2
    (University of Hawaii at Manoa -- Center on Disability Studies, 2006)
  • Item
    Book Review: Early Communication Skills for Children with Down Syndrome
    (University of Hawaii at Manoa -- Center on Disability Studies, 2006) Guinan, Martha
    Author: Libby Kumin Reviewer: Martha Guinan Publisher: Woodbine House, Baltimore, 2003 Paper, ISBN: 1-890627-27-5, 368 pp. Cost: $19.95 USD
  • Item
    Book Review: I Can, Can You?
    (University of Hawaii at Manoa -- Center on Disability Studies, 2006) Derrington, Taletha M.
    Author: Marjorie W. Pitzer Reviewer: Taletha M. Derrington Publisher: Woodbine House, Bethesda, MD, 2004 ISBN: 1-890627-57-7 Cost: $10.95 USD
  • Item
    Book Review: Nick’s Gallery, London: PublishBritannica, 2004
    (University of Hawaii at Manoa -- Center on Disability Studies, 2006) Brown, Steven E.
    Author: James Gill Reviewer: Steven E. Brown Publisher: Publish Britannica, London, 2004 Paper, ISBN: 1-4137-2186-9, 149 pages Cost: $16.99 USD
  • Item
    Book Review: My Friend Isabelle
    (University of Hawaii at Manoa -- Center on Disability Studies, 2006) Black, Rhonda S.
    Author: Eliza Woloson Reviewer: Rhonda S. Black Illustrator: Bryan Gough. Publisher: Woodbine House, 2003. Cloth, ISBN: 1-890627-50-X, 28 pp. Cost: $14.95 USD
  • Item
    Using Children’s Literature to Cultivate Compassion for People with Differences
    (University of Hawaii at Manoa -- Center on Disability Studies, 2006) Stewart, Anna
    A review of 20 children’s picture books and novels featuring characters with disabilities. Through examining the literature, parents, teachers and students can learn about disabilities in a safe, informative and engaging way. Understanding is the first step to cultivating compassion for people with differences, thereby fostering tolerance and social change.
  • Item
    “If They Could See Me Now!”: College Students Reflect on Their Experiences as Special Education Students in the K-12 System*
    (University of Hawaii at Manoa -- Center on Disability Studies, 2006) Kellner, Lynne A. ; Freden, Lisa
    The current study examined the experiences of six students with learning disabilities in a four-year public, liberal arts college and discusses the meaning they attributed to their previous identification as special education students while in the K-12 system. Data was gathered through a semi-structured interview, questionnaire, and a sentence stem structure. A qualitative approach was used and results were analyzed using principles of content analysis. Themes emerging as noteworthy were: (a) the effect on relationships with peers, (b) lack of developmental knowledge by school support staff, (c) family support, and (d) the challenges of upholding expectations.
  • Item
    Bypassing the Perils of Victimisation: A Suggested Future Pathway for Disability Studies
    (University of Hawaii at Manoa -- Center on Disability Studies, 2006) Jacobs, Paul Gordon
    Current trends in Disability Studies hint at an overemphasis on the social model. Much description and analysis has been devoted to the dimensions of stigmatisation––how and why people with a disability are a disadvantaged social minority. While this is important, it can exacerbate victimisation in political and personal domains. This article scrutinises victimisation in disability thought and suggests ways to bypass the perils of victimisation. The article focuses on psychosocial implications of disability and, above all, suggests prescriptive measures––something rarely mentioned in disability thought.
  • Item
    Social and Economic Stress Related to the HIV/AIDS Epidemic in Botswana
    (University of Hawaii at Manoa -- Center on Disability Studies, 2006) Fako, Thabo T. ; Linn, J. Gary ; Ntseane, Dolly ; Kendrick, Lorna
    The paper describes the consequences of HIV/AIDS in Botswana; the country with the highest HIV prevalence rate in Africa. In addition to frequently experienced trauma due to sickness and death, many households experience rising health expenditures and a sharp deterioration of incomes. High levels of morbidity and mortality among workers result in depressed returns on investment, reduced productivity and increased expenditure on training and replacement of workers. As the health care system finds it increasingly difficult to cope, home-based care provides an inadequate solution since the home infrastructure of many households is inadequate for proper care of seriously ill patients. The stigma associated with AIDS often isolates fragile households and provides an environment in which abuse of infected individuals and of orphans whose parents have died of AIDS is not uncommon. The quality of education also suffers, resulting in an ill prepared skilled manpower, with adverse consequences for social, economic, and political development as well as for good future governance of the country.
  • Item
    Validation and Affirmation of Disability and Deaf Culture: A Content Analysis of Introductory Textbooks to Special Education and Exceptionality
    (University of Hawaii at Manoa -- Center on Disability Studies, 2006) Johnson, John
    This paper reports the findings of a review and normative content analysis of 10 introductory textbooks to Special Education to assess the extent that disability culture, Deaf culture and related topics were addressed. A total of 5,481 pages of text were analyzed to determine the number of pages that addressed disability culture, Deaf culture and related topics, and the number of pages of text authored by deaf persons and people with disabilities. Results indicated that disability and Deaf culture were not identified or discussed in any chapter specifically addressing cultural diversity, Multicultural Education or bilingual education. Disability culture was discussed on three pages and the discussion of Deaf culture comprised less than two percent of the total pages reviewed. Discussion of the advocacy efforts of disabled and Deaf persons, the disability rights and independent living movements and the identification of disabled and Deaf leaders was very limited. It was concluded that representation of disability and Deaf culture and the perspectives and views of disabled and Deaf persons in the textbooks reviewed was minimal. Discussion and recommendations address the need to promote cultural competence with respect to disability and Deaf culture in the preparation of Special Education teachers, and the need to provide disabled and Deaf youth access to their communities, history and shared experience.