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Articles 1 - 13 of 13
Full-Text Articles in Education
Visions Of A Captured Mind: Using Expressive Film Techniques To Convey The Experience Of Liberty Deprivation As A Neurodiverse Individual, Sam H. Grant, Ken Fero
Visions Of A Captured Mind: Using Expressive Film Techniques To Convey The Experience Of Liberty Deprivation As A Neurodiverse Individual, Sam H. Grant, Ken Fero
Ought: The Journal of Autistic Culture
In this article, I make the case for the use of expressive film techniques to convey the emotional, or affective, experience of neurodiverse people who have been subjected to liberty restricting practices and policy. I do this by discussing my own experience with film practice as a man living with autism, presenting a broader philosophical case for how artistic modes of communication can close affective and social divisions between neurodiverse and neurotypical people, explaining why it is the cinematic techniques I advocate for are uniquely suited to neurodiverse people, and then I showcase some of my own work as a …
Teaching Twelfth Night And Queering The Canon In Michigan English Language Arts Classrooms, Anne D. Lippert
Teaching Twelfth Night And Queering The Canon In Michigan English Language Arts Classrooms, Anne D. Lippert
Language Arts Journal of Michigan
Recent legislation across the country has advocated for the complete disregard of queer topics and identities within public school classrooms. Within this essay, I lay out the issues that stem from ignoring marginalized identities in the ELA classroom, specifically queer identities, and offer an example of a text (Shakespeare's Twelfth Night) that can be used to incorporate discussion of queer identity into the curriculum.
Being The Curriculum, Alyssa Hillary Zisk
Being The Curriculum, Alyssa Hillary Zisk
Ought: The Journal of Autistic Culture
This article is a work of creative non-fiction. Part of the work is my reflections on one systemically awkward experience of introducing my neurodivergence, autism, to my classmates in my graduate program in neuroscience. Part of the work engages with theory and neuroscientific/cognitive findings that I either shared during the presentation or encountered since but would have been relevant to the experience. The two parts are intertwined, because life isn't neatly separable.
Ableist Ideologies Stifle Neurodiversity And Hinder Inclusive Education, Marie Adrienne R. Manalili
Ableist Ideologies Stifle Neurodiversity And Hinder Inclusive Education, Marie Adrienne R. Manalili
Ought: The Journal of Autistic Culture
This paper makes the case that ableist ideologies hinder trends towards inclusion on a broader global scale and beyond Anglo-American standpoints, as evidenced by key literature and legislations on inclusive education. I also discuss the issues, challenges, and dilemmas generated by these ableist ideologies in my professional context as an autistic speech-language therapist from the Philippines. I conclude with my reflection on how practitioners can help change the trajectory towards emancipatory inclusive practices that are informed by the neurodiversity paradigm. To respect the preference of the communities and the intersection of identities I represent, this paper uses inclusive identity-first language …
“Does Your Arm Hurt?” A Content Analysis Of Upper Limb Differences In Children's Books, Amber Meyer, Vince Genareo
“Does Your Arm Hurt?” A Content Analysis Of Upper Limb Differences In Children's Books, Amber Meyer, Vince Genareo
Michigan Reading Journal
Approximately 1,500 children are born with upper limb differences (ULDs) each year in the United States. Recently, public media attention has brought a greater awareness of individuals with upper limb differences (ULDs), but educational research on the PreK-12 experiences, available curricular materials, and effective educational strategies are lacking for this group of people. Researchers in this study identified and performed a content analysis of 24 children’s books with characters with ULDs. Findings indicated more of these books were being published recently, that they represented a number of genres, and were largely informative about experiences of people with ULDs. Most were …
Collaborative Inquiry To Support Critically Reading Children’S Literature, Laurie Rabinowitz, Amy Tondreau
Collaborative Inquiry To Support Critically Reading Children’S Literature, Laurie Rabinowitz, Amy Tondreau
Language Arts Journal of Michigan
This article provides an overview of a qualitative study investigating how K-5 classroom teachers describe their beliefs, concerns, and planning process for enacting read alouds featuring characters with disabilities. The study explored educators' close reading of picture books to elicit the unpacking of beliefs about individuals with disabilities conveyed by children’s literature. Through dialogue about social issues in picture books with colleagues, teachers sharpened their own critical literacy skills to bring into the classroom. Based on our findings, we offer a collaborative inquiry cycle that teacher groups can replicate to critically read children’s literature for different social justice issues.
I, Too, Sing Neurodiversity, Morénike Giwa Onaiwu
I, Too, Sing Neurodiversity, Morénike Giwa Onaiwu
Ought: The Journal of Autistic Culture
The neurodiversity community was envisioned as an inclusive and welcoming space for individuals with neurological conditions such as ADHD, autism, Tourette’s Syndrome, giftedness, dyslexia, dyscalculia, dyspraxia, intellectual disability, NVLD and related diagnoses. The underlying premise of neurodiversity is that people present with various neurological differences and there is value in acknowledging and accepting these differences. Despite efforts made over the past few decades, a growing number of individuals within the neurodiversity community, including people of color, have called for intersectional concepts to be more intentionally and more effectively interwoven into neurodiversity as a whole. Referencing “I, Too,” a decades-old poem …
Establishing A Presumption Of Competence In The Ela Classroom: One Teacher’S Story Of Creating Space For Autistic Culture, Christopher Bass
Establishing A Presumption Of Competence In The Ela Classroom: One Teacher’S Story Of Creating Space For Autistic Culture, Christopher Bass
Ought: The Journal of Autistic Culture
Much has been written about the exclusive nature of inclusive teaching (Allan 2015; Owen & Gabriel, 2010; Smith 2010; Ware, 2004). Many general educators approach neurodiversity with a deficit approach (Smagorinsky, Tobin and Lee, 2019; Myers, 2019) As an active ELA teacher, I argue that teachers must first establish a presumption of competence (Biklen, 2005), then model and promote asset-based rhetoric around ability. Once students engage with asset-based rhetoric, the classroom may become more inclusive of autistic culture. This article shares the story of my attempt to establish a presumption of competence through student tattoos.
Seeing In Color: How Are Teachers Perceiving Our Diverse Autistic Students?, Merida Lang
Seeing In Color: How Are Teachers Perceiving Our Diverse Autistic Students?, Merida Lang
Ought: The Journal of Autistic Culture
Although the discipline gap between Black and White students is well documented and the discipline gap between students with disabilities and those without has also been researched, the discipline gap between autistic students of color and White students has received very little attention. This essay asks educators to consider the ways in which autistic students of color exist in a specific cross section of double-discrimination and considers what can be done to reduce unconscious bias, including developing a broader and more diverse understanding of autistic culture.
The Moon Is Especially Full: Notes On Poetry, Teaching, Tests, And [Autistic] Intelligence, Chris Martin
The Moon Is Especially Full: Notes On Poetry, Teaching, Tests, And [Autistic] Intelligence, Chris Martin
Ought: The Journal of Autistic Culture
This essay explores the ways in which poetry can help autistic students utilize creative expression and develop tools for self-advocacy.
First-Year Performance: Students With Disabilities Transitioning To College From High School, Andrew S. Herridge
First-Year Performance: Students With Disabilities Transitioning To College From High School, Andrew S. Herridge
College Student Affairs Leadership
Laws such as the Individuals with Disabilities Act (IDEA), Americans with Disabilities Act (ADA), Americans with Disabilities Act Amendments Act (Amendments Act), and Section 504 of the Rehabilitation Act of 1973 (Section 504) govern the responsibilities of both secondary schools and postsecondary institutions in regards to students with learning disabilities. With an approximate 34.5% of students with learning disabilities in secondary schools within the United States transitioning into higher education in 2005, the transition from secondary school to a college or university can be a time full of stress, new experiences, and confusion for students with learning disabilities. The purpose …
Delivering Disability Accommodations At A Community College: A Case Study, Caolfionn B. Yenney, Janie Sacco Ii
Delivering Disability Accommodations At A Community College: A Case Study, Caolfionn B. Yenney, Janie Sacco Ii
College Student Affairs Leadership
This case study explores the Office of Disability Support Services (DSS) at Northern Midwestern Community College (NMCC). Like many state institutions of higher education, NMCC has undergone continued budgetary cuts, some of which have impacted their services. Additionally, NMCC faces limited support from administration and resistance from instructors to provide accommodations. Taking the position of the accommodations coordinator, this case study challenges readers to consider a student concern from an institutional, collaborative, student response, and strategic perspective.
Transition For Students With Disabilities: A Case Study, Brittania Schreurs, Elizabeth Chase
Transition For Students With Disabilities: A Case Study, Brittania Schreurs, Elizabeth Chase
College Student Affairs Leadership
This case study is intended to help student affairs professionals understand what their responsibilities are in assisting postsecondary students with disabilities who are facing transition issues. An overview of the K-12 and postsecondary laws are outlined to inform readers of these transition issues, particularly the responsibility of a postsecondary student to self-advocate. Information is also provided on Autism Spectrum Disorders, which are prevalent in college-aged students today. Overviews of a fictional institutional setting and disability office are provided to give context for analyzing the given case scenario. The responsibilities of key stakeholders, including the disability office, the student, the parents, …