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Of "Illustrators," "Narrators," "Editors," and "Readers": Describing Relations Between Significantly Disabled Students and Their Peers
| Content Provider | Semantic Scholar |
|---|---|
| Author | Srikala Naraian |
| Copyright Year | 2006 |
| Abstract | This paper interweaves several theoretical strands—disability studies, narrative theories, and sociocultural perspectives on learning—both as a means to understand current practice in the education of students with significant disabilities as well as to envisage other forms of participation for them. The aims of the study are derived from the argument made by Ferguson (2003) that the narratives of others in the lives of severely disabled individuals are critical to the formation of their identities. Appropriating this idea to the classroom, this study explores the notion that the narratives of classroom peers are vital to the participation of the severely disabled student. The study was conducted at two separate sites, an elementary classroom and a high school setting, where at least one severely disabled student was included. Data collection at the elementary classroom was accomplished through ethnographic methods. At the high school, the emphasis was on completing interviews with students who were the classmates of the included significantly disabled student. Linde's (2001) construct of “narrative induction” generated the analytical framework for understanding the data obtained in the study. A theory of the ways in which the participation of the significantly disabled student was linked to the social processes within the classroom emerged. Two distinctive paradigmatic narratives drawn from school and classroom practices surfaced within each setting that set in motion varying forms of student relations with the disabled student. The linkage between peer appropriation of the larger paradigmatic narrative and their own relations with the disabled student was explored. A preliminary examination of the conditions that can best support the participation of the significantly disabled student in general education settings is offered. Naraian, Srikala, 2006, UMSL, p. 4 ACKNOWLEDGMENTS This work could not have been completed without the support and inspiration provided by many people. To the members of my Dissertation Committee, I owe many thanks for their commitment to my work; Scot Danforth, who forced me continually to set high standards for myself; Phil Ferguson, who walked patiently with me as I grappled with difficult and unfamiliar ideas; Virginia Navarro, who acknowledged me as more than a student, deepening my search for my “voice”; Dianne Ferguson, who always seemed to know exactly what I meant and yet never failed to show me other possible meanings; and Laura Westhoff, who challenged me to find practical meanings for appealing theoretical constructs. I am indebted to Harry and Michael, and their families for allowing me to be a part of their intensely personal stories and affording me the opportunity to “test” my ideas. Without their unconditional support, this study would not have been possible. I owe thanks to the staff members at West Creek Elementary and Truman High School, who welcomed me into their communities and offered me any assistance I needed. A special thanks to Harry's classroom teacher, whose passion for teaching coalesced with her commitment to my study. I am also grateful for the time extended by the mothers of several students who shared coffee and valuable conversation with me about their children. And of course, to the group of creative and inspiring first graders in Harry's classroom, I extend my warmest thanks. As Harry's peers, they made data collection an engaging experience. I also deeply appreciate the tolerance extended to me by the students at Truman High School who participated in the interviews. Their willingness to engage in discussions of untested ideas was indeed remarkable. Naraian, Srikala, 2006, UMSL, p. 5 This endeavor took for granted the unwavering support of my family. To my husband, Ashok Naraian, daughter, Maegha, and other family members whose care and concern were anxiously transmitted over thousands of miles, I offer my thanks. Naraian, Srikala, 2006, UMSL, p. 6 TABLE OF CONTENTS LIST OF TABLES .ix LIST OF FIGURES .x CHAPTER 1: INTRODUCTION .1 CHAPTER 2: FRAMING THE STUDY .8 Disability Rights and the emergence of a new paradigm .8 The Disability Studies Paradigm and special education .11 Disability Studies and the narratives of severe disability .15 Exploring Narrative Theory .22 Vygotsky and the sociocultural approach to learning .30 Expanding Vygotsky's contribution: Issues of context and participation .36 Meanings of participation in current research in education of severely disabled learners.46 Studying children's narratives.52 CHAPTER 3: METHOD .56 Purposes and Questions .56 Research genre and tradition .57 Designing the study.59 Ethical Issues .63 Data collection .64 Identifying sites for data collection . 64 Data collection procedures: Interviews .66 Data collection procedures: Participant-Observation .69 Data Analysis.74 Validity .76 CHAPTER 4: THE SETTING .82 “Narrative Induction” .82 West Creek Elementary School .85 A typical day at West Creek Elementary: Some pictures .95 Who was Harry? .103 Describing a classroom community .111 Locating the instructional “fit” for Harry.129 Drawing a picture of Harry's peers .131 The paradigmatic narrative at West Creek Elementary.150 What was the narrative?.150 Implementing the narrative via classroom discussions .153 Normative values within the narrative .155 Configuring Harry's membership within the narrative: Fielding norms .158 The special education piece: Reinforcing norms .159 Naraian, Srikala, 2006, UMSL, p. 7 Reward systems within the narrative: The practice and relations of helping .164 Student voices within the narrative .165 Truman High School .168 Inside the classrooms .171 Where was Michael? .175 Describing some of Michael's peers .186 The paradigmatic narrative at Truman High School .192 Institutional embrace of the “normative” narrative.193 The relation of the “normative” narrative to the special education story .198 Construing staff-student relations within the “normative” narrative.200 Conflicting values within the narrative.202 CHAPTER 5: STORIES IN ACTION .208 Modes of participation .208 Onlooker .208 In the middle .224 Valued member.235 Examining curricular approaches to understand student participation .239 Describing student relations .245 Illustrators.246 Narrators/Editors .249 Readers .252 The search for descriptors of student relations: Some distinctions .256 Current descriptors . |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://irl.umsl.edu/cgi/viewcontent.cgi?article=1591&context=dissertation |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Thesis |
