Education and Training in Developmental Disabilities - Division on ...

More documents

Recommendations

Info

<strong>in</strong>dividually, due to the brief <strong>and</strong> non-specific nature of their characterization. A few books also <strong>in</strong>cluded characters with other disabilities, <strong>in</strong>clud<strong>in</strong>g selective mutism, stutter<strong>in</strong>g, <strong>and</strong> orthopedic impairments. A list of the books <strong>in</strong>clud<strong>in</strong>g the title, author, illustrator (if applicable), year published, <strong>and</strong> appropriate read<strong>in</strong>g/<strong>in</strong>terest levels is displayed <strong>in</strong> Table 3. Themes <strong>in</strong> the Field of <strong>Developmental</strong> <strong>Disabilities</strong> Portrayals of the 42 <strong>in</strong>dividuals with developmental disabilities were analyzed <strong>and</strong> categorized across four themes: (a) characterization of the <strong>in</strong>dividual with DD, (b) relationships among characters with <strong>and</strong> without DD, (c) changes <strong>in</strong> characters without DD, <strong>and</strong> (d) special topics related to the field of DD. Each theme will be discussed <strong>in</strong> detail, with representative examples from the various books. Characterization Characterizations of the <strong>in</strong>dividuals with DD were analyzed <strong>in</strong> terms of (a) level (ma<strong>in</strong> or support<strong>in</strong>g), (b) personal characteristics, (c) realistic depiction, (d) positive portrayal, (e) character development, <strong>and</strong> (f) po<strong>in</strong>t of view from which the story was told. Brief summaries of these characteristics are provided <strong>in</strong> Tables 4 <strong>and</strong> 5. Level (ma<strong>in</strong> or support<strong>in</strong>g). Ma<strong>in</strong> characters are critical to the plot, often as protagonists or antagonists, while support<strong>in</strong>g characters are typically important to the growth of the ma<strong>in</strong> characters. M<strong>in</strong>or characters enrich the plot, but their presence is not essential to the development or resolution of the climax of the story. The level of characterization was determ<strong>in</strong>ed as ma<strong>in</strong> <strong>in</strong> 20 characters with DD (48%), <strong>and</strong> support<strong>in</strong>g <strong>in</strong> 22 characters (52%). One book, The Very Orderly Existence of Merilee Marvelous, portrayed more than one ma<strong>in</strong> or support<strong>in</strong>g character with DD. Personal characteristics. Ages of characters with developmental disabilities ranged from <strong>in</strong>fant to adult. One character was an <strong>in</strong>fant, 3 were pre-schoolers, 24 were elementary age children, 10 were teenagers, 2 were adults, the age of one character was not evident (Autistic Planet), <strong>and</strong> the support<strong>in</strong>g characters with 308 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-September 2009 DD <strong>in</strong> We Go <strong>in</strong> a Circle appeared to be of various ages. Of the 42 characters with developmental disabilities, 22 (52%) were <strong>in</strong>dividuals with autism spectrum disorders, almost half of whom (n 9, 41%) had Asperger Syndrome. The rema<strong>in</strong><strong>in</strong>g 20 characters with DD <strong>in</strong>cluded those with <strong>in</strong>tellectual disabilities (n 8, 19%), Down syndrome (n 6, 14%), unspecified developmental disabilities (n 3, 7%), fetal alcohol spectrum disorder (n 2, 5%) <strong>and</strong> multiple disabilities (Cerebral Palsy <strong>and</strong> <strong>in</strong>tellectual disabilities; n 1, 2%). A majority of the characters with DD were males (n 25, 60%). Of those exhibit<strong>in</strong>g symptoms of <strong>in</strong>tellectual disabilities (<strong>in</strong>clud<strong>in</strong>g Down syndrome, fetal alcohol spectrum disorder, multiple disabilities, <strong>and</strong> unspecified developmental disabilities), 10 were male <strong>and</strong> 9 were female. One book, We Go <strong>in</strong> a Circle, <strong>in</strong>cluded several boys <strong>and</strong> girls with various unspecified disabilities. Of the 22 characters with autism spectrum disorders, 14 were male <strong>and</strong> 8 were female. Several books depicted characters with developmental disabilities or characters without disabilities either <strong>in</strong> illustrations or text as be<strong>in</strong>g from ethnically diverse cultures. However, the determ<strong>in</strong>ation of some ma<strong>in</strong> or support<strong>in</strong>g characters’ diversity was subjective if the text <strong>and</strong>/or illustrations were ambiguous. In this analysis, n<strong>in</strong>e (21%) depictions of characters with developmental disabilities appeared to be culturally diverse, <strong>in</strong>clud<strong>in</strong>g Hispanic (Crist<strong>in</strong>a Keeps a Promise; The Duchess to the Rescue; Holy Smoke); African American (Accidents of Nature; Jazz Off-Key); Asian (Ann Drew Jackson; Jackson Whole Wyom<strong>in</strong>g), <strong>and</strong> undeterm<strong>in</strong>ed (Autistic Planet). The rema<strong>in</strong><strong>in</strong>g 32 characters did not give any <strong>in</strong>dication of represent<strong>in</strong>g ethnically diverse populations, <strong>and</strong> the characters <strong>in</strong> We Go <strong>in</strong> a Circle were considered as a group to be ma<strong>in</strong>ly Caucasian. Realistic depiction. Most of the portrayals of the characters with DD were considered to be realistic (n 31, 74%) because their disabilities were similar to descriptions found <strong>in</strong> the professional literature. Portrayals that were partially realistic showed the character exhibit<strong>in</strong>g many of the symptoms of the disability, but also exhibited <strong>in</strong>consistencies <strong>in</strong> us<strong>in</strong>g speech or actions, or the author provided lit-
TABLE 3 Juvenile Literature with Ma<strong>in</strong>/Support<strong>in</strong>g Characters with DD Analyzed <strong>in</strong> this Study tle <strong>in</strong>formation by which the portrayal could be judged. For example, <strong>in</strong> Brothers, Boyfriends <strong>and</strong> Other Crim<strong>in</strong>al M<strong>in</strong>ds, Larry, a 14-year old Title, Author (Illustrator), Year, Read<strong>in</strong>g/Interest Levels Autism Spectrum Disorders Adam Canfield, Watch Your Back!, Michael W<strong>in</strong>erip, 2007, Middle Adam’s Alternative Sports Day, Jude Welton, 2005, Middle Al Capone Does My Shirts, Gennifer Choldenko, 2004, Middle Ann Drew Jackson, Joan Clark (Nathan Clark), 2007, Upper Elem. Apart, R.P. MacIntyre & Wendy MacIntyre, 2007, High School Autistic Planet, Jennifer Elder (Marc Thomas), 2007, Lower Elem. Baj <strong>and</strong> the Word Launcher, Pamela Victor, 2006, Upper Elem. The Duchess to the Rescue, Alex<strong>and</strong>ra Eden, 2006, Upper Elem. The Flight of a Dove, Alex<strong>and</strong>ra Day, 2004, Lower Elem. Holy Smoke, Alex<strong>and</strong>ra Eden, 2004, Upper Elem. It’s Time, Judith Mammay (Todd Fargo), 2007, Lower Elem. Jackson Whole Wyom<strong>in</strong>g, Joan Clark, 2005, Middle Jay Grows an Alien, Carol<strong>in</strong>e Anne Lev<strong>in</strong>e, 2007, Upper Elem. Kickoff, Donna K<strong>in</strong>g, 2007, Upper Elem. Look<strong>in</strong>g after Louis, Lesley Ely (Polly Dunbar), 2004, Lower Elem. My Best Friend Will, Jamie Lowell & Tara Tuchel, 2005, Upper Elem. Play<strong>in</strong>g by the Rules, Dena Luchs<strong>in</strong>ger (Julie Olson), 2007, Lower Elem. Rules, Cynthia Lord, 2006, Middle Runn<strong>in</strong>g on Dreams, Herb Heiman, 2007, Middle Sariah McDuff Will Walk With You, Lee Ann Setzer (Bob Bonham), 2005, Upper Elem. Sundays with Matthew, Matthew Lancelle & Jeanette Lesada, 2006, Lower Elem. To Be Me, Rebecca Etl<strong>in</strong>ger (Mark Tomassi), 2005, Upper Elem. Down syndrome The Best Worst Brother, Stephanie Stuve-Bodeen (Charlotte Fremaux), 2005, Lower Elem. Jazz Off-Key, D<strong>and</strong>i Daley Mackall, 2007, Upper Elem. Me, Hailey, Sheri Plucker, (Todd Fargo), 2005, Lower Elem. A Small White Scar, K. A. Nuzum, 2006, Middle Sophie’s Encore, Nancy Rue, 2006, Upper Elem. The Year of My Miraculous Reappearance, Cather<strong>in</strong>e Ryan Hyde, 2007, High School Intellectual Disability Accidents of Nature, Harriet McBryde Johnson, 2006, High School Brothers, Boyfriends <strong>and</strong> Other Crim<strong>in</strong>al M<strong>in</strong>ds, April Lurie, 2007, High School The Decod<strong>in</strong>g of Lana Morris, Laura & Tom McNeal, 2007, High School Hunger Moon, Sarah Lamste<strong>in</strong>, 2004, High School Keep<strong>in</strong>g Up with Roo, Sharlee Glenn (Dan Andreasen), 2004, Upper Elem. The Silver Cup, Constance Leeds, 2007, High School So B. It, Sarah Weeks, 2004, Middle This Side of the Sky, Marie-Franc<strong>in</strong>e Hébert; translated by Susan Ouriou, 2006, High School Multiple <strong>Disabilities</strong> Cruise Control, Terry Trueman, 2004, Middle Unspecified or Various <strong>Developmental</strong> <strong>Disabilities</strong> Crist<strong>in</strong>a Keeps a Promise, Virg<strong>in</strong>ia L. Kroll (Enrique O. Sanchez), 2006, Lower Elem. The Moon Children, Beverley Brenna, 2007, Fetal Alcohol Spectrum Disorder, Upper Elem. The Very Ordered Existence of Merilee Marvelous, Suzanne Crowley, 2007, Asperger Syndrome <strong>and</strong> Fetal Alcohol Syndrome, Middle We Go <strong>in</strong> a Circle, Peggy Perry Anderson, 2004, Lower Elem. boy with an <strong>in</strong>tellectual disability, had previously been educated <strong>in</strong> a special school, but once he entered his neighborhood general Juvenile Literature <strong>and</strong> the Portrayal of DD / 309
Page 1 and 2: Education
Page 7 and 8: Best Practices in
Page 9 and 10: plication facts to middle school st
Page 11 and 12: Multiculturalism, Religion, <strong
Page 13 and 14: disability that are conveyed throug
Page 15 and 16: the rest of society until acted upo
Page 17 and 18: abilities as an opportunity for spi
Page 19 and 20: ability and qualit
Page 21 and 22: TABLE 1 Dolly Gray Children’s Lit
Page 23: who did not clearly have a developm
Page 27 and 28: TABLE 5 Characterizations i
Page 29 and 30: drome in The Duche
Page 31 and 32: Special Olympics). Most of the recr
Page 33 and 34: “add depth and m
Page 35 and 36: Gresham, Kern, Barreras, Thornton,
Page 37 and 38: number of cases of sin</str
Page 39 and 40: TABLE 1 Continued
Page 53 and 54: Target Behaviors A number of social
Page 55 and 56: to promote social skills in
Page 57 and 58: *Hine, J. F., & Wo
Page 59 and 60: Learn by Doing: A
Page 61 and 62: implemented is consistent across pe
Page 63 and 64: concludes the program with an empha
Page 65 and 66: TABLE 2 Scholar Pretest Directions:
Page 67 and 68: dren with autism. If, through these
Page 69 and 70: classroom. This program not only ga
Page 71 and 72: tism and Other <st
Page 73 and 74: Typically students with low IQs, <s
Page 75 and 76:
applied the vocabulary word to a gi
Page 77 and 78:
Jacob, Carl, and R
Page 79 and 80:
ting them apart. J
Page 81 and 82:
cannot provide this type of <strong
Page 83 and 84:
Pentop Computers as Tools for Teach
Page 85 and 86:
Okolo, & Courtad, 2007). Smart toys
Page 87 and 88:
computer for all multiplication pro
Page 89 and 90:
software immediately repeated the n
Page 91 and 92:
tool. Prior to the in</stro
Page 93 and 94:
was first introduc
Page 95 and 96:
ecause all of the students would be
Page 97 and 98:
Effectiveness of Parent and
Page 99 and 100:
is well known that when parents lea
Page 101 and 102:
tion Program (PTCP) for teach<stron
Page 103 and 104:
(reinforcers, prom
Page 105 and 106:
Figure 2. Percentage of correct res
Page 107 and 108:
Figure 4. Percentage of correct res
Page 109 and 110:
is not progressing
Page 111 and 112:
care and domestic
Page 113 and 114:
enced based on IEP goals, whereas r
Page 115 and 116:
TABLE 1 Definition
Page 117 and 118:
to the criteria in
Page 119 and 120:
Figure 2. Percentage of occurrence
Page 121 and 122:
intervention was s
Page 123 and 124:
goal setting on ta
Page 125 and 126:
Increasing Compreh
Page 127 and 128:
plied systematic promptin</
Page 129 and 130:
TABLE 2 Book Adaptations Book Dirty
Page 131 and 132:
Intervention. Like baselin<
Page 133 and 134:
Figure 2. Number of correct respons
Page 135 and 136:
mined is that this
Page 137 and 138:
Evaluating the Acc
Page 139 and 140:
TABLE 1 Characteristics of children
Page 141 and 142:
educators. These educators were enr
Page 143 and 144:
TABLE 3 Mean ratin
Page 145 and 146:
could help a teacher better underst
show all

Education and Training in Developmental Disabilities - Division on ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?