Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities
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| Title: | Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities |
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| Language: | English |
| Authors: | Miller, Amanda L. (ORCID |
| Source: | Research and Practice for Persons with Severe Disabilities. Sep 2022 47(3):158-175. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | DED0072555 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Females, Minority Group Students, Disabilities, Cognitive Ability, Intellectual Disability, Labeling (of Persons), Student Experience, Discourse Modes, Educational Practices, Critical Theory, Race, Middle School Students, High School Students, Middle School Teachers, High School Teachers |
| DOI: | 10.1177/15407969221119848 |
| ISSN: | 1540-7969 2169-2408 |
| Abstract: | The experiences of girls of color labeled with significant cognitive disabilities in middle school and high school have historically been excluded from educational research. This study sought to better understand how girls of color labeled with significant cognitive disabilities navigated multimodal discourses and classroom practices as well as how they were impacted by them. Using Disability Critical Race Theory and critical discourse theory, six students were focal participants and eight educators were secondary participants. Multiple case studies were used with primary (i.e., observations, audio/video recordings) and secondary (i.e., interviews, focus groups) data sources. Findings revealed how focal participants showed their discursive resourcefulness, despite absent communication supports and prioritization of oral/aural communication. Students also repositioned themselves in response to marginalization through talk and actions. Implications for research and practice are discussed. This study underscores the necessity of centering the experiences of girls of color labeled with significant cognitive disabilities in educational research to improve their school experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1349182 |
| Database: | ERIC |
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| Abstract: | The experiences of girls of color labeled with significant cognitive disabilities in middle school and high school have historically been excluded from educational research. This study sought to better understand how girls of color labeled with significant cognitive disabilities navigated multimodal discourses and classroom practices as well as how they were impacted by them. Using Disability Critical Race Theory and critical discourse theory, six students were focal participants and eight educators were secondary participants. Multiple case studies were used with primary (i.e., observations, audio/video recordings) and secondary (i.e., interviews, focus groups) data sources. Findings revealed how focal participants showed their discursive resourcefulness, despite absent communication supports and prioritization of oral/aural communication. Students also repositioned themselves in response to marginalization through talk and actions. Implications for research and practice are discussed. This study underscores the necessity of centering the experiences of girls of color labeled with significant cognitive disabilities in educational research to improve their school experiences. |
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| ISSN: | 1540-7969 2169-2408 |
| DOI: | 10.1177/15407969221119848 |
