Literaturnachweis - Detailanzeige
| Autor/in | Smith, Terry Jo |
|---|---|
| Titel | Storying Moral Dimensions of Disordering: Teacher Inquiry into the Social Construction of Severe Emotional Disturbance. |
| Quelle | (1997), (44 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Autobiographies; Behavior Disorders; Elementary School Students; Elementary Secondary Education; Emotional Disturbances; Intermediate Grades; Intervention; Junior High School Students; Junior High Schools; Middle School Students; Middle Schools; Special Needs Students; Story Telling; Student Personnel Services |
| Abstract | Stories can have powerful effects on others. An autobiographical account of a behavior specialist's supposed descent into a severe emotional disturbance (SED) is presented here. Written as a narrative, the story opens with a description of what it is like to think differently from everyone else. It is conjectured that either the years spent by the author teaching emotionally disturbed children changed her and she began to see the world as her students saw it, or, that she somehow caught the SED "disease" from her students. The accompanying freedom from going "crazy" is described through analysis and through case studies. The narrative begins with the first day of school and the author's new job as a behavior specialist for SED children in a rural middle school. The insanity of job expectations and of the reactions of those around her are carefully depicted. The resultant role conflict, the labeling by peers, and the absurdity of numerous situations are explored. The narrative is sustained by the author's work with one SED student and the difficult and sometimes impossible situations in which she sees this student placed. The paper closes with a theoretical discussion of nonconformity. (RJM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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