"A Type of Student They Actually Want": Narratives from and about a Sixth-Grade Student with a Specific Learning Disability

Autor/in	Brodeur, Katherine
Titel	"A Type of Student They Actually Want": Narratives from and about a Sixth-Grade Student with a Specific Learning Disability
Quelle	In: Reading & Writing Quarterly, 37 (2021) 1, S.45-64 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2019.1709235
Schlagwörter	Grade 6; Dyslexia; Case Studies; Student Attitudes; Classification; Students with Disabilities; Literacy Education; Self Concept; English Language Learners; Personal Narratives; Labeling (of Persons); Middle School Students; Teacher Attitudes; Ethnography; Hispanic American Students; Advocacy; Student Motivation; Teacher Student Relationship; Language Proficiency + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Case study; Fallstudie; Case Study; Schülerverhalten; Classification system; Klassifikation; Klassifikationssystem; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Selbstkonzept; Erlebniserzählung; Labeling-Ansatz; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Ethnografie; Hispanic; Hispanic Americans; Hispanoamerikaner; Sozialanwaltschaft; Schulische Motivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Language skill; Language skills; Sprachkompetenz
Abstract	This case study contrasts sixth-grade student Antonio's perspective of himself as a "good student" with perceptions some of Antonio's teachers held related to his classification as a student with a Specific Learning Disability and an English Learner as enacted in classroom literacy practices. With Antonio's voice at the center, multimodal narratives woven from interviews and observations focus on the moments of tension where Antonio was not recognized as the type of student he saw himself to be. Through analysis of these scenes, I question the usefulness of both his "good student" identity and school designations of disability and English proficiency for Antonio and students who may be labeled in similar ways by schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01