RDS Volume 1, No. 2
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ItemDisability in Chronic Fatigue Syndrome and Idiopathic Chronic Fatigue(University of Hawaii at Manoa -- Center on Disability Studies, 2004)This is correspondence from a reader in reference to a previous issue.
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ItemBook Review: Vulnerable Subjects: Ethics and Life Writing(University of Hawaii at Manoa -- Center on Disability Studies, 2004)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
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ItemBook Review: The Case Against Assisted Suicide: For the Right to End-of-Life Care(University of Hawaii at Manoa -- Center on Disability Studies, 2004)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.
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ItemFrightnight(University of Hawaii at Manoa -- Center on Disability Studies, 2004)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.
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ItemA Little Story to Share(University of Hawaii at Manoa -- Center on Disability Studies, 2004)An autobiographical article of a physically disabled person from Malaysia.
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ItemA 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)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.
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ItemSuccess for People with Disabilities after Postsecondary Education(University of Hawaii at Manoa -- Center on Disability Studies, 2004)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.
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ItemFostering 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)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.
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ItemResearch Synthesis on Assistive Technology use by People with Learning Disabilities and Difficulties(University of Hawaii at Manoa -- Center on Disability Studies, 2004)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.
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ItemCase 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)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.