RDS Volume 1, No. 2

Permanent URI for this collectionhttps://hdl.handle.net/10125/58056

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Now showing 1 - 20 of 20

Disability in Chronic Fatigue Syndrome and Idiopathic Chronic Fatigue
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Stouten, Bart
This is correspondence from a reader in reference to a previous issue.
Book Review: Vulnerable Subjects: Ethics and Life Writing
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Brown, Steven E.
Author: G. Thomas Couser Reviewer: Steven Brown Publisher: (Ithaca: Cornell, 2004). Cost: Paperback - $19.95; Hardcover - $47.50 Paper, 2003 ISBN: 0-8014-8863-X $19.95s Cloth, 2003 ISBN: 0-8014-4185-4 $47.50x
Book Review: The Case Against Assisted Suicide: For the Right to End-of-Life Care
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Bergholz, Christina Carty
Author: Edited by Kathleen Foley, M.D., & Herbert Hendin, M.D Reviewer: Christina Carty Bergholz Publisher: The John Hopkins University Press, 2002 Cost: $26.95 paperback 0-8018-7901-9 2004 392 pp. $51.00 hardcover 0-8018-6792-4 2002 392 pp.
Frightnight
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Anderson, Monty
At some point in the life of every disabled person, discrimination will be experienced in one form or another. Sometimes that discrimination may take the form of something minor like cutting in line in front of a blind person or talking to a paraplegic as though he/she was a child. At other times the discrimination is more serious: preventing access to a public event or establishment, or harassing them into leaving. On October 27, 2003, I was harassed into leaving a public event, an elaborate haunted house, because I am blind. After several minutes of harassment, instead of fighting my way inside, I decided to leave. I still question whether or not that was the correct decision, but I felt compelled to share my story with others so if they have a similar experience, perhaps they will be more prepared to make their own decision.
A Little Story to Share
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Heng, Lee-chin
An autobiographical article of a physically disabled person from Malaysia.
A Beautiful Story: A Dream Realized through the Power of Natural Supports and Faith in Oneself
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Napoleon, Anona K.; Sherman, Cindi
At a very young age, Shirley Doneza was diagnosed with developmental delay and a learning disability. Her parents, Ed and Martha, recall the obstetrician telling them in the vaguest of terms: “Something is wrong with her.” However, Ed and Martha knew the person that Shirley was becoming and never doubted her potential to work hard and realize whatever dreams she might hold dear. With their faith and support, Shirley passed through the grade levels in school apace with her peers and ultimately graduated from college with a degree as an Educational Assistant. Today, she has achieved a high quality of life with a competitive, and exceptionally gratifying, employment and a high quality of life. Her story is a model of the power of natural supports—defined as the people surrounding a person, not as professionals but as personal associations, i.e., family and friends who believe in the person (Stodden & Leake, 1994) —to impart self-confidence and self-efficacy, and the success that that belief can bring.
Success for People with Disabilities after Postsecondary Education
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Graf, Jennifer A.; Whelley, Teresa; Jones, Linda F.
Success may be defined in numerous ways and may be linked to quality of life. Individuals with disabilities often find success difficult to achieve. Postsecondary education has been shown to improve individual quality of life. Does a professional life obtained through postsecondary education provide individuals with disabilities entree to a better quality of life? How does this play out in the life of a person with a disability? This study reports on interviews with both people with and without disabilities and their perceptions of both success and quality of life. The findings stress how important it is to facilitate access and support in the pursuit of a postsecondary education for individuals with disabilities.
Fostering the Self-Determination and Self-Advocacy Skills of College Students with Disabilities through a College Success Class
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Lamb, Peg
Students with disabilities are entering postsecondary education in greater numbers; however, they experience great difficulty in completing their programs. One factor contributing to their lack of success is the discrepancy in the laws that govern educational support in secondary and postsecondary education. An additional factor is limited development of self-determination/self-advocacy skills when students exit high school. Bridges, a National Science Foundation three-year transition project, piloted a College Success Class at Lansing [Michigan] Community College with the dual purpose of supporting student transition to college and developing self-determination and self-advocacy skills. Data suggests that through classroom activities and follow-up meetings, students developed a greater understanding of these concepts, more confidence, and the ability to advocate with college instructors for their accommodations.
Research Synthesis on Assistive Technology use by People with Learning Disabilities and Difficulties
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Roberts, Kelly Drew; Stodden, Robert A.
In this article, we provide a synthesis of the literature available on the use of assistive technology (AT) by elementary through postsecondary education students with learning disabilities and/or difficulties. The synthesis addresses the following questions: 1. What types of AT are being used in educational and workplace settings? 2. What are the outcomes for students with learning disabilities and difficulties who use AT? 3. What types of AT, as used by students with learning disabilities and difficulties, necessitate additional research, and 4. Does the use of AT improve performance and retention rates? Answers to these questions are based upon analysis of seven articles found through an extensive literature search based upon the following criteria: (a) Empirical studies on AT; (b) Studies published in refereed journals; (c) Study participants attending elementary through postsecondary educational institutions; (d) Non-mainstreamed technologies (i.e. technology not used regularly by people without disabilities such as spell checkers, grammar checkers, word processing software, educational software); (e) Technology that is used to compensate for learning difficulties and not used to remediate, and (f) Study participants identified as having a learning disability or learning difficulty. Overall, the use of AT as a compensatory strategy by students with learning disabilities and/or difficulties was shown to be effective.
Case Studies that Illustrate Achieving Career Success in Postsecondary Education through Self-Determination and Problem-Solving Skills
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Dowrick, Peter W.; Getzel, Elizabeth Evans; Briel, Lori W.
Conditions for students with disabilities in postsecondary education are improving and numbers are increasing. The potential for better outcomes may well be addressed through personal examples of effective support and accommodations. This article presents three case studies across a spectrum of conditions. These adults, with sensory, emotional, and/or cognitive disabilities, were 29 to 44 years of age, with a variety of life choices. They sought participatory guidance and support from a program at Virginia Commonwealth University. They explored career options around which to build degree programs in administration, exercise science, and photography. The emerging theme was the ability to create personal futures through self-determination and problem-solving.
Improving Implicit Beliefs and Expectations in Academic Achievement for Postsecondary Students with Disabilities
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Chang, Kelly Bow Tsin
In this article, the author introduces the sociocognitive theory of implicit theories of intelligence (developed by Carol S. Dweck and her colleagues) to the field of rehabilitation, and analyzes disability issues in postsecondary academic achievement within this framework. This sociocognitive theory highlights the utility of the social model of disability. People hold two types of implicit beliefs about intelligence. An entity belief can lead to helplessness and negative self-concepts in the face of failure, because it focuses on labels and stable traits. An incremental belief leads to greater resilience in the face of failure by focusing on strategy and effort rather than on stable traits. The value of promoting incremental beliefs about intelligence in youth with disabilities is discussed in light of self-determination training, perception of opportunity, and transition to postsecondary education. Recommendations are presented for facilitating incremental beliefs in students with disabilities and improving the probability of academic success.
Disability-related Simulations: If, When, and How to Use Them in Professional Development
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Burgstahler, Sheryl; Doe, Tanis
Increasing numbers of students with disabilities participate in mainstream pre-college classes in preparation for higher education. Many educators and administrators have limited knowledge about specific accommodations that can facilitate learning for students with disabilities. Professional development has the potential to increase their knowledge and skills in this area. Simulations of disability experiences, such as completing tasks while covering eyes or sitting in a wheelchair, have sometimes been used to show learners what it is like to have a disability. This form of training has been criticized as inappropriate in the context of emerging paradigms of disability studies, which leads to the question: “Is the use of disability-related simulations ever appropriate?” In this article, we explore positive and negative aspects of disability-related simulations; paradigm shifts regarding approaches to disability studies; implications for training educators and administrators, and examples of disability awareness activities that maximize positive outcomes.
The Future of Medicaid
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Birenbaum, Arnold
Medicaid, the US federal-state financed program that assists people to gain access to health services when they cannot afford them, is in peril. Some of the recently defeated proposals to change financing of the program, the shift to managed care, and massive state deficits all threaten to limit optional and Home- and Community-Based Waiver Services to people with long-term care requirements. This policy research paper will explore some current myths about Medicaid, what states are doing to reduce Medicaid expenditures, and propose 10 principles and observations that should shape a response from the disability community to efforts to shrink Medicaid.
The Thorn in Our Side
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Kocur, Rob
This article is reprinted with permission from the Nov./Dec. 1995 issue of The Disability Rag (www.raggededgemagazine.com). Editors Note: This is a new section of RDS intended to highlight “classic” articles or commentary that helped to lay the foundation of disability studies and disability rights, or, as in the case of the article reprinted below, simply make a point that never tires from being repeated! Reprints can be from journals, newsletters or other media. If you have ideas for material that would fit in this section, please contact Associate Editor Megan Conway at mconway@hawaii.edu.
Speaking for Myself: Reflections on “Passing” and Labels, 2002
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Beckwith, Ruthie-Marie
Poverty is viewed as one of the major contributors to stigma in this personal essay on labeling and its impact on people’s humanity. Mental illness, a disability with no visibly apparent indicators, is particularly explored from the author’s own experience in searching for recovery. Working toward empowerment for oneself and others is presented as a solution to overcoming cultural barriers.
The “Really Disabled”: Disability Hierarchy in John Hockenberry’s 'Moving Violations'
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Stewart, Rachel
This paper explores a disability hierarchy present in John Hockenberry’s memoir, Moving Violations. Disability hierarchies are understood as the idea that some impairments are positioned as “worse” or more severe than others, and thus more deserving of stigma. I will examine the different ways a disability hierarchy manifests itself throughout Moving Violations in Hockenberry’s discussion of disabled people he has encountered. Finally, the problematic elements that arise from a disability hierarchy are discussed.
Homeschooling Children with Disabilities: Balancing Freedom and Responsibility
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Pavlides, Merope
Increasing numbers of children with disabilities in the United States are being home educated. Many parents of children with special needs have elected to homeschool their children out of frustration with the public school system, while educators express concern about the quality of education homeschooled children receive. This article discusses the need for regulation which assures that these children are receiving services consistent with the Individuals with Disabilities Education Act. As an example, proposed changes to Home Instruction regulations in the State of Maryland are included.
From Charitable Relief to Social Control: The Criminalization of People with Disabilities in Nineteenth Century Canada
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Hanes, Roy
In recent years, academics interested in the field of disability studies have argued that the disability category is a socially constructed category influenced by historical, social, political, cultural and economic factors. In the present era a dominant social construction of disability is that disability is primarily a "personal tragedy" (Oliver, 1990) requiring medical intervention. Prior to the medical model social construction of the disability category, disability was primarily defined as a social and legal category linked to social welfare and charitable relief (Stone, 1984). These two social constructs of disability (social/legal and medical model) have received a great deal of attention in recent years but there is at least one social construction of disability that has not received as much investigation and that has to do with disability as a criminal category. The following article attempts to examine the criminalization of people with disabilities by using the case example of the care and treatment of people with orthopedic disabilities living in the province of Ontario, Canada, during the 19th Century.
Asian Americans with Disabilities: Influence of the Disability Rights Movement on Culturally Competent Social Work Practice
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Langworthy, Christine N.; Wong-Kim, Evaon C.
This article discusses the implications for culturally relevant social work practice with Asian Americans with disabilities based on the goals and philosophy of the disability rights movement. Standards of practice within the social work profession, especially in the health care and rehabilitation settings, have included changes in conceptual framework and practice roles in response to the disability rights movement. Using a case study as an example, the article focuses on the cultural values of Asian Americans with disabilities to identify obstacles to incorporating mutually shared premises into social work practice. Some of the concepts of the disability rights movement need to be redefined in a culturally competent way so that social workers can respond appropriately to the needs of Asian Americans with disabilities. The implications are that social work practice must integrate and apply cultural values with support of the full functioning of people with disabilities.
Introduction
(University of Hawaii at Manoa -- Center on Disability Studies, 2004) Stodden, Robert A.; Whelley, Teresa
Leadership within the nation’s business and education communities has long pointed to the need for highly educated, skilled workers as the nation seeks to succeed in the increasingly competitive global economy. Postsecondary education has been described as, “America’s traditional gateway to the professions, more challenging jobs, and higher wages” (U.S. Department of Education Strategic Plan, 1998-2002). Yet, persons with disabilities have often experienced limited access to and success in postsecondary education programs, resulting in poor employment outcomes...

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