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Journal Cover   Disability Studies Quarterly
  [12 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1041-5718 - ISSN (Online) 2159-8371
   Published by Ohio State University Homepage  [2 journals]
  • Listen and Speak: Power-Knowledge-Truth and Cochlear Implants in Toronto

    • Authors: Tracey Edelist
      Abstract: Cochlear implants and auditory-verbal therapy are the latest techniques and technologies used to make deaf people learn to listen and speak. This paper provides a genealogical analysis of the Cochlear Implant Program at SickKids Hospital in Toronto, Ontario, Canada and shows how this program exemplifies the medicalization of deafness while denying deaf children the opportunity to learn sign language. Using Foucault's concept of governmentality, the relations between power, knowledge, truth and their influences on the program's practices are revealed in order to provide insight into Canadian society's conceptions of deafness. This analysis reveals the Cochlear Implant Program as a capitalist establishment that is supported by unquestioned reverence of modern medicine and technology, oriented by a quest for normalcy. The paper concludes by encouraging members of the Deaf community and their supporters to challenge the hegemony of normalcy by utilizing alternate research-based knowledge-truths of cochlear implants and sign language.
      PubDate: 2015-02-12
      Issue No: Vol. 35 (2015)
  • Privacy, Dependency, Discegenation: Toward a Sexual Culture for People
           with Intellectual Disabilities

    • Authors: Rachel Adams
      Abstract: Monica and David, (Alexandra Codina 2010), Girlfriend (Justin Lerner 2010), and Me Too [Yo también] (Antonio Naharro and Álvaro Pastor, 2009) are recent films that explore the need for companionship, intimacy, and sexual expression among people with intellectual disabilities. They break ground in showing people with intellectual disabilities as capable of sexual agency as well as sustaining committed, mutually satisfying relationships. However they also consider the meaning of sex in the context of dependency. More challenging still, they probe the taboo of "discegenation," sex in which only one partner is disabled. In doing so, they raise complicated questions about consent, desire, and privacy in all sexual encounters.
      PubDate: 2015-02-12
      Issue No: Vol. 35 (2015)
  • Robots, Disability, and Good Human Life

    • Authors: Antonio Carnevale
      Abstract: In this paper, I want to show the role that emerging robotic technologies could play in the future in daily life of disabled people. When I talk about disability, I mean any temporary or permanent limitation due to a chronic disease and deficit, as well as, socially disadvantaged conditions, which imply functional and emotional restrictions experienced at any age. All these limitations can be characterized by a specific mental and physical impairment or, more often, by a cluster of medical impairments and social barriers. To this end, the academic literature has generally differentiated between two disability models: 'medical' versus 'social'. The main attempt of this paper consists into showing how the development of robotic technologies — particularly in assistive and healthcare fields — could allow us to go beyond this outdated dichotomy, contributing to create new philosophical premises to rethink the universality of the human condition, that is, the sense of what we intend for 'good human life'.
      PubDate: 2015-02-12
      Issue No: Vol. 35 (2015)
  • “You’re such a good friend”: A woven autoethnographic
           narrative discussion of disability and friendship in Higher Education

    • Authors: Mark Anthony Castrodale, Daniel Zingaro
      Abstract: In this article, the authors discuss friendship as a method of qualitative inquiry. After defining friendship and positing it as a kind of fieldwork, the methodological foundations of friendship as method are established (Tillmann-Healy, 2003). The purpose of this narrative woven autoethnographic study is to examine the role of friendship in describing disabling physical and attitudinal access barriers in a university setting. Friendship represents a critical analytic lens through which disabled/nondisabled individuals alike may examine their positions, understandings, regimes of practices, and particular knowledges. Friends —Mark and Dan — discuss their experiences of disablement and reflections on dis/ability. The authors draw from their experiences of friendship and disability in higher education and their allied identities to discuss and examine questions of access, disclosure, and inclusion.

      PubDate: 2015-02-12
      Issue No: Vol. 35 (2015)
  • Reading "The Disappearing Trick" One Last Time

    • Authors: Nancy Scott
      PubDate: 2015-02-12
      Issue No: Vol. 35 (2015)
  • Disability, Inc.: The Exploitation of Difference by the Prison-Industrial

    • Authors: Jennifer Anne Janechek
      PubDate: 2015-02-12
      Issue No: Vol. 35 (2015)
  • Autism, Art and the World Behind the World: Adventures in Neurodiverse

    • Authors: Brent White, Sonia Boue
      Abstract: Pioneering autistic, neurodiverse language and communication styles the author’s explore the poetic potency of non-linear and non-verbal phenomena in neurodiverse interpersonal relationships. In doing so, they allow the linear thinker to experience challenge in reading, for which equivalencies can be sought in the challenges of social pragmatics for autistics. Within this experience of challenge the authors suggest the possibility of new empathic encounters with autistic and neurodiverse minds for a neurotypical readership. The authors further allow for autistic and neurodiverse readers to find reflections of difference with the potential to enable and empower. The use of social media comment facilities to provide meeting points, which may not be possible in real time, are also posited as access. Equivalences are sought across neurological difference which invite the reader to engage with a ‘stepping into’ of new cognitive and sensory spaces. These spaces exist on the borders of neurotypical experience and are here termed liminal - their character is fully investigated, and the authors determine that in their own excavations into these joint territories.  They find evidence for the requirements for true engagement and connection with neurological difference, including technological access (meaning the absence of real time obstacles), a willingness to step into new and challenging spaces on the part of others, and egalitarian values at an interpersonal level.  Object art, the absence of real time contact and mutual respect in this very particular case are seen to open up a World Behind the World.
      PubDate: 2015-02-12
      Issue No: Vol. 35 (2015)
  • Disability and eLearning: Opportunities and Barriers

    • Authors: Mike Kent
      Abstract: This paper explores the current rising rates of online learning in higher education. It examines how disability is activated differently online and the impact of this on learning and teaching through the internet and the accessibility of two of the most popular learning management systems, Blackboard and Moodle, and the different approaches, benefits and problems associated with each system. It then explores the eLearning environment beyond the structure of a LMS to a broader digital campus that includes social networks, video hosting sites and micro blogging, where students and staff are increasingly expanding the learning and social environment in higher education. It also questions the legal and moral responsibilities of universities to make all their online activities accessible to all students, regardless of disability.
      PubDate: 2015-02-12
      Issue No: Vol. 35 (2015)
  • Video Game Accessibility: A Legal Approach

    • Authors: George Powers, Vinh Nguyen, Lex Frieden
      Abstract: Video game accessibility may not seem of significance to some, and it may sound trivial to anyone who does not play video games. This assumption is false. With the digitalization of our culture, video games are an ever increasing part of our life. They contribute to peer to peer interactions, education, music and the arts. A video game can be created by hundreds of musicians and artists, and they can have production budgets that exceed modern blockbuster films. Inaccessible video games are analogous to movie theaters without closed captioning or accessible facilities. The movement to have accessible video games is small, unorganized and misdirected. Just like the other battles to make society accessible were accomplished through legislation and law, the battle for video game accessibility must be focused toward the law and not the market.
      PubDate: 2015-02-12
      Issue No: Vol. 35 (2015)
  • “Crying Doesn’t Work”: Emotion and Parental Involvement

    • Authors: Amy Christine Sousa
      Abstract: This article presents three critical case studies that explore the relationship between income and parental involvement in the education of children with developmental disabilities. Interviewed as part of a larger study on mothering children with developmental disabilities, Joy, Jackie, and Maya are low income mothers of children with severe developmental disabilities living in New Hampshire. These women describe carefully planned parenting practices designed to foster child development, which yield both engagement with and strategic disengagement from formal bureaucracies. This is a decided departure from previous theorization on low income mothers' approaches to child development. Grounded analysis of these interview cases suggests that emotion management may be a critical factor in both structuring parental involvement with educational systems as well as enacting class differences within the special education system.
      PubDate: 2015-02-12
      Issue No: Vol. 35 (2015)
  • Accessibility on the Move: Investigating how Students with Disabilities at
           the University of Manitoba Experience the Body, Self, and Physical

    • Authors: Fiona J Moola
      Abstract: The "ivory tower" is gradually beginning to open its doors to students with disabilities. Although scholarship on the learning experiences of students with disabilities at university is burgeoning, there is an absence of qualitative craftsmanship that has investigated the physical activity experiences of these students, most particularly in the Canadian context. Using Pierre Bourdieu's theoretical framework as a lens to consider both the bodily and social effects of disablement, I adopted a thematic analytic approach to describe the activity experiences of 12 disabled students at the University of Manitoba (UofM) in Winnipeg, Canada. The students described threatened body-self relationships. They also regarded on campus physical activity as a site of both pleasure and pain. Finally, the students explained what inclusive physical activity means within the context of higher education. By describing the movement experiences and desires of disabled university students at the UofM, this study contributes toward the ongoing struggle for inclusive higher education.
      PubDate: 2015-02-12
      Issue No: Vol. 35 (2015)
  • The Replaceable Fetus: A Reflection on Abortion and Disability

    • Authors: Bertha Alvarez Manninen
      Abstract: Although I self-identify as pro-choice, I do believe certain instances of abortion can be classified as, in Judith Jarvis Thomson's words, indecent. This paper explores one such case and uses it as a lens for a wider discussion on the moral dimensions of aborting due to fetal disability. Using virtue ethics as my foundational framework, I argue that while some cases of aborting due to fetal disability need not manifest vicious character traits, some very well may. In particular, I am concerned with cases where fetuses that had been thus far welcomed and loved by their respective community are suddenly regarded as candidates for abortion simply because they may have been diagnosed with a disability. That is, I am worried about cases where disability is deemed sufficient grounds for dehumanizing a being who had been, up until that point, embraced.
      PubDate: 2015-02-12
      Issue No: Vol. 35 (2015)
  • Legendary LD: Learning Disabilities, Creativity, and Social Class

    • Authors: Chris Hale
      Abstract: In this paper I draw on several data sources to make the case that the attribution of superior creative resources and related alternative and/or enhanced cognitive styles to Learning disabilities (LD) was embedded within the original conception of LD and continues to be propagated by many in the LD community. I conclude by offering an exploration of the political/ethical consequences of this discursive practice.
      PubDate: 2015-02-12
      Issue No: Vol. 35 (2015)
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