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Validation and Affirmation of Disability and Deaf Culture: A Content Analysis of Introductory Textbooks to Special Education and Exceptionality

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Item Summary

Title:Validation and Affirmation of Disability and Deaf Culture: A Content Analysis of Introductory Textbooks to Special Education and Exceptionality
Authors:Johnson, John
Keywords:Deaf culture
disability culture
textbooks
Date Issued:2006
Publisher:University of Hawaii at Manoa -- Center on Disability Studies
Citation:Johnson, J. (2006). Validation and Affirmation of Disability and Deaf Culture: A Content Analysis of Introductory Textbooks to Special Education and Exceptionality. Review of Disability Studies: An International Journal, 2(1).
Series:vol. 2, no. 1
Abstract:This paper reports the findings of a review and normative content analysis of 10 introductory textbooks to Special Education to assess the extent that disability culture, Deaf culture and related topics were addressed. A total of 5,481 pages of text were analyzed to determine the number of pages that addressed disability culture, Deaf culture and related topics, and the number of pages of text authored by deaf persons and people with disabilities. Results indicated that disability and Deaf culture were not identified or discussed in any chapter specifically addressing cultural diversity, Multicultural Education or bilingual education. Disability culture was discussed on three pages and the discussion of Deaf culture comprised less than two percent of the total pages reviewed. Discussion of the advocacy efforts of disabled and Deaf persons, the disability rights and independent living movements and the identification of disabled and Deaf leaders was very limited. It was concluded that representation of disability and Deaf culture and the perspectives and views of disabled and Deaf persons in the textbooks reviewed was minimal. Discussion and recommendations address the need to promote cultural competence with respect to disability and Deaf culture in the preparation of Special Education teachers, and the need to provide disabled and Deaf youth access to their communities, history and shared experience.
URI:http://hdl.handle.net/10125/58241
ISSN:1552-9215
Appears in Collections: RDS Volume 1, No. 1


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