"Being Grown": How Adolescent Girls with Disabilities Narrate Self-Determination and Transitions

Autor/in	Cowley, Danielle M.
Titel	"Being Grown": How Adolescent Girls with Disabilities Narrate Self-Determination and Transitions
Quelle	(2013), (301 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Syracuse University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-8537-6
Schlagwörter	Hochschulschrift; Dissertation; Females; Special Education; Race; Social Class; Gender Differences; Educational Policy; Educational Practices; Disabilities; Disadvantaged; Self Determination; Measures (Individuals); Mental Retardation; Interpersonal Relationship; Compliance (Psychology); Interviews; Adolescents; Equal Education; Access to Education; Guidelines; Teacher Education Programs; Culturally Relevant Education; Social Bias; Developmental Tasks; Art Activities; Labeling (of Persons); Adolescent Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Weibliches Geschlecht; Special needs education; Sonderpädagogik; Sonderschulwesen; Rasse; Abstammung; Social classes; Soziale Klasse; Geschlechterkonflikt; Politics of education; Bildungspolitik; Bildungspraxis; Handicap; Behinderung; Selbstbestimmung; Messdaten; Geistige Behinderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interviewing; Interviewtechnik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Education; Access; Bildung; Zugang; Bildungszugang; Richtlinien; Entwicklungsaufgabe; Künstlerische Tätigkeit; Labeling-Ansatz
Abstract	Across the United States young women with disabilities are experiencing economic and educational disadvantages. Although post-school outcomes have shown improvement, young women continue to experience high unemployment rates, low wages, and high rates of poverty. In this study, I explore the experiences of four teenage girls who have been labeled as having learning disabilities and intellectual disabilities. Through in-depth interviews, supported collage making, document review, and the AIR Self-Determination Scale, I examine how they experience girlhood, schooling, and transitions. I consider the ways in which adolescent girls with disabilities negotiate special education, social relationships, and the salient and permeable borders of girlhood and adulthood. I consider how the policies and practices of special education both produce and police gendered narratives of behavior and compliance. I also examine the liminal space of post-school transitions. I contemplate issues of equity and access to opportunity, while examining the consequences of labeling, segregation, and interlocking systems of oppression such as race, class, and gender on these opportunities. Further, I consider the participants' diverse understandings of and experiences with self-determination. In the conclusion, I present a framework for a more equitable and culturally responsive approach to transitions and describe the implications of this study for teachers, parents, students, and teacher preparation programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01