Lights Up When Plugged In, the Superpower of Disability: An Arts-Based Narrative

Autor/in	Crawford, Betsy Lou
Titel	Lights Up When Plugged In, the Superpower of Disability: An Arts-Based Narrative
Quelle	(2017), (317 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Kansas State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3552-8616-8
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; College Graduates; Masters Degrees; Coping; Occupational Aspiration; Individual Development; Fine Arts; Qualitative Research; Personal Narratives; Elementary Secondary Education; Learning Disabilities; Language Impairments + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Hochschulabsolvent; Hochschulabsolventin; Bewältigung; Berufsneigung; Berufsziel; Individuelle Entwicklung; Bildende Kunst; Qualitative Forschung; Erlebniserzählung; Learning handicap; Lernbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	The purpose of this case study was to explore how two people with language-based learning disabilities, who have graduated from Masters of Fine Arts Master's (MFA) programs describe their coping mechanisms, career aspirations, and identity development as a result of being involved in the creative arts. This qualitative study was conducted with purposeful and criterion-based sampling. The participants must have graduated from an MFA program with a focus on a studio art and have a language-based learning disability. Arts-based narrative inquiry research was used to explore the manner in which each participant negotiated their path through multiple educational settings from K-12 to a terminal master's degree. The participants' narratives were articulated using a Bildungsroman format to share their coming of age story as their identities developed. Findings indicate the participants with language-based learning disabilities used multiple coping mechanisms to negotiate their path through the education settings they encountered as they grew into adults and completed terminal MFA degrees. They relied on extra time, isolation, help from others, and their creativity in an attempt to hide their language-based learning disabilities. The study raised implications about the amount of support students with learning disabilities have at each level of education. It also raised questions about what help students with disabilities need for long term success as they transition from one level of education to the next, this includes mental health support. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01