scholarly journals The inner self-narratives and academic self-perceptions of those with learning disabilities in post-secondary settings

2021 ◽  
Author(s):  
Sofia Alexandra Mendes Bronze
Keyword(s):  
Learning Disabilities ◽  
Methodological Approach ◽  
Medical Model ◽  
Learning Disabled ◽  
Post Secondary ◽  
Disability Theory ◽  
The Social ◽  
Inner Self ◽  
Self Worth ◽  
Construction Of Disability

The purpose of this study was to explore the various disabled identities of those with learning disabilities in higher educational settings, and its impact on academic self-worth. The majority of scholarship has essentialized both disabled identity and academic self-perception, fostering the victimization of those with learning disabilities in the pursuit of their education. This study problematized the medical model, viewing disability as an internal and fixed identity, negatively implicating self-worth. In contrast, this study incorporated a critical disability theory, to highlight the social construction of disability, complimented with a postmodernist lens to appreciate the fluidity of identity and perceptions. A narrative methodological approach was utilized to give voice to the experiences and stories of five self-identifying learning disabled students from Ryerson University. The findings of this research suggest that learning disabled student relate to three different types of disability narratives or identities, implicating their academic worth in many ways.

scholarly journals The inner self-narratives and academic self-perceptions of those with learning disabilities in post-secondary settings

2021 ◽  
Author(s):  
Sofia Alexandra Mendes Bronze
Keyword(s):  
Learning Disabilities ◽  
Methodological Approach ◽  
Medical Model ◽  
Learning Disabled ◽  
Post Secondary ◽  
Disability Theory ◽  
The Social ◽  
Inner Self ◽  
Self Worth ◽  
Construction Of Disability

The purpose of this study was to explore the various disabled identities of those with learning disabilities in higher educational settings, and its impact on academic self-worth. The majority of scholarship has essentialized both disabled identity and academic self-perception, fostering the victimization of those with learning disabilities in the pursuit of their education. This study problematized the medical model, viewing disability as an internal and fixed identity, negatively implicating self-worth. In contrast, this study incorporated a critical disability theory, to highlight the social construction of disability, complimented with a postmodernist lens to appreciate the fluidity of identity and perceptions. A narrative methodological approach was utilized to give voice to the experiences and stories of five self-identifying learning disabled students from Ryerson University. The findings of this research suggest that learning disabled student relate to three different types of disability narratives or identities, implicating their academic worth in many ways.

Doubts and Fears of the Learning Disabled

1986 ◽  
Vol 21 (3) ◽  
pp. 331-338 ◽  
Author(s):  
Stanley N. Chervin
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Academic Difficulties ◽  
Social And Emotional ◽  
The Social

The social and emotional components of learning disabilities must be addressed as fully as academic difficulties.

Maternal Behavior and Family Constellation as Predictors of Social Competence in Learning Disabled Children

1978 ◽  
Vol 1 (3) ◽  
pp. 80-86 ◽  
Author(s):  
Judith Horen Freund ◽  
Richard Elardo
Keyword(s):  
Learning Disabilities ◽  
Maternal Behavior ◽  
Preliminary Data ◽  
Social Relationship ◽  
Parental Behavior ◽  
Learning Disabled ◽  
Research Area ◽  
Disabled Children ◽  
Family Constellation ◽  
The Social

The extent to which the social relationship deficits exhibited by some learning disabled children might be associated with parental behavior is largely undetermined. This study is an attempt to analyze a variety of factors related to maternal behavior and family constellations in a learning disabled population. While the study suffers from a small number of subjects, the results provide preliminary data in a research area largely neglected in learning disabilities.

The Learning-Disabilities Test Battery: Empirical and Social Issues

1978 ◽  
Vol 48 (3) ◽  
pp. 313-340 ◽  
Author(s):  
Gerald Coles
Keyword(s):  
Learning Disabilities ◽  
Social Context ◽  
Validation Studies ◽  
Social Issues ◽  
Learning Disabled ◽  
Extensive Review ◽  
Empirical Base ◽  
The Social ◽  
Special Knowledge ◽  
Knowledge Claims

In an extensive review of validation studies on the ten most frequently recommended procedures used for diagnosing learning disabilities, Gerald Coles evaluates the special knowledge claims made by learning-disabilities specialists. Finding that these procedures often lack a sound empirical base, he then explores why children continue to be diagnosed and labeled as learning disabled. Coles concludes that specialists in the field have resorted to biological explanations for institutional failures, focusing our attention, concern, and attempts at remediation on the child rather than on the social context in which that child must perform.

The Multidimensional Perfectionism Scale: Correlations with Depression in College Students with Learning Disabilities

1995 ◽  
Vol 77 (2) ◽  
pp. 483-490 ◽  
Author(s):  
C. Douglas Saddler ◽  
Robert L. Buckland
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Learning Disabled ◽  
Anxiety And Depression ◽  
Students With Learning Disabilities ◽  
Disabled Students ◽  
Men And Women ◽  
The Social ◽  
Behavioral Constructs ◽  
Undergraduate Men

Interpretations of depression in children and adolescents with learning disabilities have tended to be neuropsychological or motivational. Some research has related various cognitive-behavioral constructs with depression and other problematic outcomes for this population. Research with nonlearning-disabled college students has provided correlations for scores on the Self-oriented and the two social scales of the Multidimensional Perfectionism Scale with those on depression. No such work has been done with college students having learning disabilities. Measures for multidimensional perfectionism, anxiety, and depression were administered to 110 learning-disabled undergraduate men and women. Analysis showed that scores on only one of the social scales of perfectionism were positively correlated with depression scores, and this relation was weaker than previously found for nonlearning-disabled students. Findings are discussed in terms of previous research and a motivational interpretation of depression in learning-disabled college students.

Social climate in Learning Disability services

2014 ◽  
Vol 5 (1) ◽  
pp. 24-37 ◽  
Author(s):  
Laura Willets ◽  
Paul Mooney ◽  
Nicholas Blagden
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Psychiatric Patients ◽  
Psychiatric Hospitals ◽  
Learning Disabled ◽  
Social Climate ◽  
Disability Services ◽  
Content Type ◽  
The Social ◽  
The Impact

Purpose – The social climate of psychiatric institutions correlates with multiple outcomes related to staff and patients. Research into social climate in Learning Disability services is limited. Staff and patients in Learning Disability services have documented both positive and negative experiences. No research has directly compared the social climate of Learning Disability and non-Learning Disability psychiatric services. The purpose of this paper is to understand how these compare. The study will also compare staff and patient views of social climate and the impact of security on social climate in Learning Disability services. Design/methodology/approach – A total of 64 patients and 73 staff, from Learning Disability and non-Learning Disability psychiatric hospitals completed the Essen Climate Evaluation Schema (EssenCES) measure of social climate. Findings – Patients in Learning Disability and non-Learning Disability services did not differ in their perceptions of social climate. Staff in non-Learning Disability services had a more positive perception of social climate than staff in Learning Disability services. Patients and staff did not differ in their views on climate. Security was negatively related to patients’ Experienced Safety. Originality/value – The findings suggest that staff perceive that the deficits associated with Learning Disabilities may limit patients’ therapeutic experience and relationships with their peers. Despite this, patients with Learning Disabilities feel supported by their peers, have positive views of the treatment process and feel as safe as non-Learning Disabled psychiatric patients.

A Meta-Analysis of the Social Competence of Children with Learning Disabilities Compared to Classmates of Low and Average to High Achievement

2003 ◽  
Vol 26 (3) ◽  
pp. 171-188 ◽  
Author(s):  
Elizabeth A. Nowicki
Keyword(s):  
Learning Disabilities ◽  
Social Competence ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Teachers Perceptions ◽  
Self Perceptions ◽  
The Social ◽  
Scholastic Performance ◽  
Self Worth ◽  
Preference Ratings

This meta-analysis synthesized research since 1990 pertaining to the social competence of children with learning disabilities in inclusive classrooms. Comparisons with average- to high-achieving classmates resulted in medium to large effect sizes for teachers' perceptions of social competence, peer preference ratings, positive peer nominations, global self-worth, and self-perceptions of scholastic performance. A second set of comparisons with children designated as low in academic achievement yielded moderate effect sizes for teachers' perceptions of social competence and for peer social preference ratings. Small effect sizes were obtained for global self-worth and self-perceptions of scholastic performance. It was concluded that (a) children with learning disabilities and children designated as low in academic achievement are at a greater risk for social difficulties than are average- to high-achieving children, and (b) children with learning disabilities and their low-achieving classmates do not appear to have accurate self-perceptions of social acceptance.

Choreographing conjoinment: Side Show’s fleshly fixations and disability simulation

2019 ◽  
Vol 13 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Samuel Yates
Keyword(s):  
Medical Model ◽  
Conjoined Twins ◽  
Musical Theatre ◽  
Social Model ◽  
Social Model Of Disability ◽  
The Social ◽  
Construction Of Disability ◽  
Disability Simulation ◽  
Bioethical Inquiry

This article aims to amplify disability theory’s impact in performance studies by generating a framework for understanding disability representation in musical theatre. Taking the original and revival Broadway productions of Side Show (1997, 2014) as a case study, I articulate how the musical simulates disability through a ‘choreography of conjoinment’ that relies on the exceptional able-bodiedness of the actors playing conjoined twins Daisy and Violet Hilton. Using disability as a category of analysis reveals how disabled bodies are made to be maximally productive iterations of themselves in musicals. To support this claim, I track the shift from the 1997 production’s co-construction of disability by the actors and audience, which replicates the social model of disability, to the 2014 revival’s grounding in a diagnostic realism typical of disability’s medical model. Side Show’s trajectory generates possibilities for considering the musical as an archive for disability representation and knowledge, bioethical inquiry, and artistic innovation.

Relationships and Differences among Social Skills, Problem Behaviors, and Academic Competence for Mainstreamed Learning-Disabled and Nonhandicapped Students

1994 ◽  
Vol 10 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Stephen N. Elliott ◽  
DeAnna Marcia McKinnie
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Problem Behaviors ◽  
Skills Training ◽  
Academic Competence ◽  
Learning Disabled ◽  
Behavioral Differences ◽  
Students With Learning Disabilities ◽  
Social Skills Rating System ◽  
The Social

The present study was motivated by the Interagency Committee on Learning Disabilities (ICLD) recommendation that learning disabilities include social skills as a deficit area and by the fact few researchers have directly assessed specific social skills of students classified as learning disabled. This study used a national representative sample of students from the standardization data of the Social Skills Rating System (SSRS) to investigate social skills of students with learning disabilities compared with nonlearning disabled students as rated by teachers, parents, and the students themselves. This investigation also examined the relationships among social skills, problem behaviors, and academic competence of these students. The results indicated there were significant differences in the frequencies of social skills exhibited by LD and nonLD students. Consistent differences between the two groups of students were noted across parents' and teachers' ratings. Although students' ratings did not differentiate LD and nonLD students, the trends in the self-ratings were consistent with those of parents and teachers. Moderate to low interrater agreement was found among teacher, parent, and student ratings suggesting differences exist in the observations of raters and behavioral differences seem to occur across settings. Overall, these findings were consistent with recent research on children's social functioning and social competence and provide an empirical rationale for social skills training for a wide variety of students whether they are classified as LD or not.

TELLING THE TALE, TELLING THE NATION: TIV TALES, MODERNITY AND THE (RE)CONSTRUCTION OF NIGERIAN NATIONHOOD

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
James Tsaaior
Keyword(s):  
Cultural Heritage ◽  
Methodological Approach ◽  
Intangible Cultural Heritage ◽  
Cultural Process ◽  
The Social ◽  
Oral Cultures ◽  
High Literature

Scholarship negotiating African folktales and the entire folkloric tradition in Africa has always been constituted as harbouring fundamental lacks. One of these lacks is the supposed incapacity of oral cultures to produce high literature. However, it is true that folktales and other oral forms in Africa can participate actively in the social, political and cultural process. In this paper, we engage folktales told by the Tiv of central Nigeria and situate them within the dynamic of history, culture, modernity and national construction in Nigeria. The paper adopts a historicist and culturalist perspective in its interpretation of the folktales which were collected in particular Tiv communities. This methodological approach helps to crystallize the historical and cultural lineaments embedded in the people’s experiences, values and worldviews. It also constitutes a contextual background for the understanding of the folktales as they offer informed commentaries on social currents and political contingencies in Nigeria. It argues that though folktales belong to a pre-scientific and pre-industrial dispensation, they are part of the people’s intangible cultural heritage and are capable of distilling powerful statements which negotiate Nigerian modernity and postcolonial condition. The paper underscores the dynamism and functionality of folktales even in an increasingly globalised ethos.

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