RDS Volume 12, No. 4
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ItemReview 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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ItemDissertation Abstracts v12i4(University of Hawaii at Manoa -- Center on Disability Studies, 2016)
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ItemAutism in Love' Review(University of Hawaii at Manoa -- Center on Disability Studies, 2016)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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ItemQuestions, 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)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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Item“Can't C Me.”(University of Hawaii at Manoa -- Center on Disability Studies, 2016)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.”
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ItemA Study of the Impact of Disability Studies on the Perceptions of Education Professionals(University of Hawaii at Manoa -- Center on Disability Studies, 2016)Scholars in the field of Disability Studies (DS) have asserted that introducing future and current educators to the field of DS may impact their perceptions of disability and their practices in supporting students with disabilities. However, little empirical research exists on how introduction to DS actually shifts their perspectives. This study examined the impact of Disability Studies online modules on the perceptions of education professionals. Results of this study suggested that participating in online modules and learning about Disability Studies did impact the ways in which some participants viewed disability, as well as their views on supporting students. These findings suggest that online DS learning modules could be a powerful tool in preparing education professionals to work with students with disabilities.
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ItemAssessing the Impact and Uses of the Disability Common Fund Among Persons with Disabilities in Kumasi Metropolis in Ghana(University of Hawaii at Manoa -- Center on Disability Studies, 2016)The Disability Common Fund (DCF) is a social protection program aimed at alleviating poverty among persons with disabilities in Ghana. Since its introduction, little has been done to examine if beneficiaries use the fund for its intended purposes. The study was conducted to assess beneficiaries’ perception of the sufficiency of the fund, what the fund was used for and the possible impact on the lives of beneficiaries in the Kumasi Metropolis, and make recommendation for improvement. This cross-sectional quantitative study obtained survey data from120 beneficiaries of the fund in the Kumasi Metropolis. Findings indicated that the DCF was used for a variety of purposes, which could be beneficial to the recipients of the fund. These included procurement of assistive devices, awareness creation, enabling the environment, payment of school fees of dependents and assisting beneficiaries to access healthcare. Although respondents complained of the insufficiency of the fund and delays in releasing of funds to the beneficiaries, the fund has had some positive impacts on their lives. It is recommended that the fund be increased and disbursed in a timely manner in order for the DCF to serve its intended purpose.
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ItemUnderstanding disability from the views and experiences of Taiwanese people with a physical disability(University of Hawaii at Manoa -- Center on Disability Studies, 2016)This study explores the experiences of 7 Taiwanese people with physical disabilities in Taiwan. Three in-depth interviews with each participant were conducted. Participants identified experiences of community exclusion, despite disability legislation. We argue that their exclusionary experiences reflect embedded cultural attitudes and call for greater recognition of these influences to help foster inclusion of disabled people in Taiwan. Recommendations for researchers and policy-makers are provided.
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ItemCripping Concepts: Accessibility(University of Hawaii at Manoa -- Center on Disability Studies, 2016)Editorial V12i4