RDS Volume 12, No. 1

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    Review of Disability Studies: An International Journal Volume 12 Issue 1
    (University of Hawaii at Manoa -- Center on Disability Studies, 2016)
    The newest issue of RDSJ is out!! Learn more about the latest in #Disability Rights, Teachable Moments, Symbiotic Collaboration, Education, Inequality, Film and more!
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    Dissertation Abstracts
    (University of Hawaii at Manoa -- Center on Disability Studies, 2016) Conway, Megan ; Erlen, Jonathon
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    Becoming Bulletproof
    (University of Hawaii at Manoa -- Center on Disability Studies, 2016) Hakak, Yohai
    Becoming Bulletproof is a beautifully made and life-affirming documentary film about a mixed group of people, some with disabilities, some without. They meet for a few days during the summer once a year as part of the inclusive arts project Zeno Mountain Farm (http://zenomountainfarm.com/), in order to make a movie. The documentary follows the group after they decide to make a mini-western in the California desert called Bulletproof. The process of making this film (and the results) as captured by the documentary are unique and refreshing for several reasons.
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    [Dis]Ableing Educational Inequities: A Disability Studies in Education Perspective
    (University of Hawaii at Manoa -- Center on Disability Studies, 2016) Valente, Joseph Michael ; Collins, Kathleen
    Disability Studies is often viewed as only relevant to those with disabilities. What is forgotten or overlooked is that, at its core, schooling is about defining, locating, measuring, and remediating ability. This essay offers [dis]ableing as a lens for exploring and questioning the ubiquitous ways ability has increasingly become defined and constructed by notions of individualism, competition, and economic productivity. We begin with a description of the key principles borrowed from disability studies in education and apply a [dis]ableing lens to inaugural discussions of Race to the Top federal educational reforms in the United States in order to examine the hidden consequences for all students. This article concludes with new understandings about how educational inequities are perpetuated by the policies and practices that purport to dismantle them.
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    Symbiosis by Persons with Disabilities: Perspectives from Interviews
    (University of Hawaii at Manoa -- Center on Disability Studies, 2016) Schulz, Celia H. ; Kielhofner, Gary W. ; Chavero, Vanessa L. ; Guerrero, Miriam G. ; John, James M. ; Mego, Rubi Rojas ; Sanchez, Ashley R.
    This study reports on an interview perspective on symbiosis by persons with disabilities. A main theme, Elements of Symbiotic Collaboration, emerged from the data, along with several subthemes. Symbioses described by participants are closely related to the concepts of independence and interdependence in the Disability Studies literature.
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    Leveraging Teachable Moments: Empowering Parents of Children with Disabilities through Teacher Education
    (University of Hawaii at Manoa -- Center on Disability Studies, 2016) Hale, Chris
    Minority parents of children with disabilities are often marginalized in special education. With this injustice in mind, this paper reports on research on the potential of special education teacher candidates to participate in the empowerment of these parents as advocates for their children’s rights.
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    The Role of the Built Environment in Individuals with Mobility Disabilities’ Physical Activity
    (University of Hawaii at Manoa -- Center on Disability Studies, 2016) Christensen, Keith
    This study explored the relationship between the built environment and the health behaviors of individuals with mobility disabilities. The findings suggest that individuals with mobility disabilities are likely to participate in light recreation activities more often if there are opportunities to do so within convenient pedestrian distance of their residence.
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    What is the Future of Disability Rights?
    (University of Hawaii at Manoa -- Center on Disability Studies, 2016) Lillie, Timothy
    I would like to ask us all to think about the future of disability in our world through two older (but still capable of providing surprises) perspectives: technology and disability rights. Forty years ago, in the USA in particular, a number of advocates and organizations were consciously using the Declaration of Independence as a template for why disabled people’s rights were inalienable, even if rights were at the time not well-established in US law or practice. Their efforts have led to (in the USA) an environment where disability rights in education and the community are based on Federal and state or local laws. An unanticipated consequence of basing rights and services on government-created laws results in a situation in which rights granted by a government can, logically, be taken away by a government.