RDS Volume 12, No. 4

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    Review of Disability Studies: An International Journal Volume 12 Issue 2 & 3
    (University of Hawaii at Manoa -- Center on Disability Studies, 2016)
    The newest issue of #RDSJ is out!! You won't want to miss this issue featuring an international tapestry of disability studies focused research, creative works, best practices, film review and much more.
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    Dissertation Abstracts v12i4
    (University of Hawaii at Manoa -- Center on Disability Studies, 2016) Erlen, Jonathon ; Conway, Megan
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    Autism in Love' Review
    (University of Hawaii at Manoa -- Center on Disability Studies, 2016) Raphael, Raphael
    This article provides a review of the documentary film 'Autism in Love' by Matt Fuller, a film that profiles the romantic lives of four people affected by Autism Spectrum Disorder (ASD). In addition to an overview of the basic themes of the movie, the review also contains excerpts of an interview with the film’s director.
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    Questions, Questions: Using Problem-Based Learning to Infuse Disability Studies into an Introductory Secondary Special Education Course
    (University of Hawaii at Manoa -- Center on Disability Studies, 2016) Eisenman, Laura ; Kofke, Marisa
    This essay describes how an introductory special education course for future high school general education teachers became disability studies friendly through problem-based learning. Course structure and content are described, including opportunities for introducing disability studies concepts. Instructional challenges related to problem-based learning and maintaining a dual content focus are considered.
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    “Can't C Me.”
    (University of Hawaii at Manoa -- Center on Disability Studies, 2016) Robinson, Shawn
    I contextualize my poetry by using the lyrics of the song “Can't C Me” written by Lesane Parish Crooks. As a Black male with a learning disability (i.e., dyslexia), I was warehoused in an educational system that has been designed to segregate and incriminate instead of emancipate or educate (Blanchett, 2010; Ferri & Connor, 2005; Hoyles & Hoyles, 2010). Between third and twelfth grade, I not only felt segregated as a student in special education, but was also left academically behind (2014; 2013). The majority of my educational journey, I felt hopeless about obtaining a bright future because I couldn't read, and had low self-esteem (Robinson, 2015a; Burden, 2005; Wang & Neihart, 2015). Further, my voice was silenced as a Black male who had been identified with multiple labels, and written off (Connor, 2006, 2005; Ferri & Connor, 2014; Gillborn, 2015). To date, there are scholars who examine the intersectionality of race, disability and giftedness (Barnard-Brak, Johnsen, Hannig, & Wei, 2015); however, the voices of Black males living at the intersection of dyslexia and giftedness, and how they understand their position in the education system are nonexistent in those scholarly reviews (Petersen, 2006; Robinson, 2016a). A major factor of their voices being absent is that there are some teachers who frame students’ academic potential from a ‘deficit’ perspective (Robinson, 2016b). Therefore, this poetic account will serve two purposes: (1) shatter all notions that Black males with dyslexia in special education can’t succeed academically, and (2) offer an inside perspective of how it feels knowing that there are a million pairs of eyes staring at me, but some teachers “Can't C Me.”