Courage to Speak, Fortitude to Listen: a Model for the Study of First-Person LD Narratives
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City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2-2015 Courage to Speak, Fortitude to Listen: A Model for the Study of First-Person LD Narratives Charles Christian Haitz Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/573 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] COURAGE TO SPEAK, FORTITUDE TO LISTEN: A MODEL FOR THE STUDY OF FIRST-PERSON LD NARRATIVES by CHARLES C. HAITZ A dissertation submitted to the Graduate Faculty in Urban Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2015 ii 2015 CHARLES C. HAITZ All Rights Reserved iii This manuscript has been read and accepted for the Graduate Faculty in Urban Education in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. David Connor, PhD ____________________________________ ________________ Chair of Examining Committee Date Anthony Picciano, PhD _____________________________________ ________________ Executive Officer Date David Connor, PhD Nicholas Michelli, PhD Jan Valle, PhD _____________________________________________________ Supervisory Committee The City University of New York iv Abstract COURAGE TO SPEAK, FORTITUDE TO LISTEN: A MODEL FOR THE STUDY OF FIRST-PERSON LD NARRATIVES by Charles C. Haitz Advisor: David Connor, PhD Learning disabled (LD) is both a politically and socially contentious term. In the eyes of the public, the label is synonymous with special education (SE). SE’s vision of LD remains the dominant discourse of deficit-based understanding of human differences. This has resulted in its adherence to segregated services for many students that often result in additional behavior problems exacerbating their struggles to learn in school. A lack of student representation in school affairs is exemplified in the absence of LD pupils’ voices in the decision-making that frames how they are viewed by others. This absence of voice also influences how they ultimately regard themselves. Professional research on LD in traditional journals has also neglected the lived experiences of LD students. To counter the absence, this study examines first-person LD narratives through a framework based upon an interpretation of disability studies influenced heavily by the work of Thomas Skrtic and is designed to enable new knowledge to emerge that sheds light on how learning disabilities are experienced by individuals. Students with and without LD, parents, teachers, and policy makers can benefit from this information that presents alternative conceptions to LD monopolized within traditional special education research. v Acknowledgements As a teacher, I constantly utilize metaphors with my students in order for them to develop a personalized understanding of the relationship between concepts. Ironically, when it was suggested a positive metaphor for learning disabled students be developed, the task initially was daunting because the learning disabled label symbolizes failure. So, after much reflection regarding the interaction between schools and LD students, the following metaphor has been developed: LD students are an unrecognized natural resource. As opposed to stressing the failings of schools, this metaphor celebrates the innate potential within students and recognizes that labels are often arbitrary descriptors placed upon natural human variations. Regardless of cause, I believe that it is the variety of human thought and experience that allows society to evolve and respond to challenges with intellect and creativity. Although there is much debate regarding the multiple dimensions of the term LD—ranging from definition to ownership—a positive metaphor for LD students is needed because “Metaphors are sometimes held to be the essential core of human thought and creativity. Metaphoric reasoning is essential to classification and counting” (Stone, 2002, p. 138). Unfortunately, this classification has led to the real and also symbolic segregation of LD students; the development of a new metaphor is a way of combating that exclusion. In order for the metaphor of LD students as a positive natural resource to gain a foothold on a social consciousness level, a minimum of two events must occur: LD students must relay their stories and policy makers (ranging from educators to the various agents that are intertwined with school affairs) have to demonstrate the fortitude to listen and act upon these narratives; fortitude is the elusive element that allows individuals to transcend apathy, perceived powerlessness, and fear of change or retribution. This study would not have come to fruition without the ongoing support of a committee that regularly exceeded its expected role; I am grateful for the dedication and humanity of my committee members. My acting editor, Mr. Brian Patrick Merges, also needs to be recognized; his feedback kept this project on track. Also, my wife, Alina—my greatest collaborator—should be thanked for the years which were expended on this endeavor. Collectively, all of the individuals involved with this study acted with a selfless fortitude that contributed to the eventual completion of this academic and social quest. vi Table of Contents Prelude: My Personal Connection p. 1 Contesting the Flawed, Dominant Professional Understanding of LD p. 7 Chapter 1: Introduction Background of the Problem: Three Converging Oppressive Phenomena p. 16 Specific Problem: A Lack of Representation of Learning Disabled Students p. 19 Chapter 2: The Theoretical Framework A Holistic View: Skrtic’s Disability and Democracy p. 23 Interpretivists p. 25 Radical Humanists p. 26 Radical Structuralists p. 27 Special Educations’s (SE) Functionalist Existence p. 28 Disabilities Studies: A Philosophical Alternative p. 33 Theoretical Clarity: Taking Liberty with Skrtic’s Democracy p. 34 Reimagined Educational Psychology: Righting Unintended Consequences p. 36 Chapter 3: Methodology The Benefits of an Analysis Model Influenced by Skrtic’s Democracy p. 42 Research Question p. 43 Data Collection Procedure p. 44 Data Parameters p. 47 The Texts p. 50 Data Analysis Radical Structuralists p. 54 Radical Humanists p. 56 Psychology p. 57 Disability Studies in Education (DSE) p. 58 Ecological Validity p. 60 Chapter 4: Findings Mass Market/Popular Culture: Medical Driven to Distraction p. 63 Delivered from Distraction p. 70 Mass Market/Popular Culture: Neurodiversity Learning Outside the Lines p. 76 The Short Bus p. 81 Research: Dissertations All Kinds of Minds p. 86 vii Niche Market: Academics Learning Disabilities and Life Stories p. 97 Listening to the Experts p. 109 Chapter 5: Discussion of Findings and Recommendations Finalized Individual Findings p. 115 Discussion of Findings p. 117 Personal p. 117 Societal/School p. 118 Teacher p. 122 Parent/Student p. 123 Antinomies and Unintended Consequences p. 124 My New Role and Possible Divergence from DSE p. 125 Experientially-influenced Recommendations p. 126 Two Possibilities for Incremental Change p. 129 Conclusion p. 133 Future Considerations p. 134 Appendix A: First-Person Physical and Sensory Disabilities Narratives p. 136 Appendix B: The Principles of the Network of Progressive Educators and p. 137 Characteristics of Culturally Responsive Teachers References p. 139 viii List of Tables Table 1: Selected Texts p. 50 Table 2: Demographic Information of Protagonists in Driven to Distraction p. 65 Table 3: Findings from Driven to Distraction p. 70 Table 4: Demographic Information of Protagonists in p. 71 Delivered from Distraction Table 5: Findings from Delivered from Distraction p. 75 Table 6: Demographic Information of Protagonists in p. 76 Learning Outside the Lines Table 7: Findings from Learning Outside the Lines p. 80 Table 8: Demographic Information of Protagonists in The Short Bus p. 82 Table 9: Findings from The Short Bus p. 86 Table 10: Shared Findings between Courage to Speak, Fortitude to Listen and p. 88 All Kinds of Minds Table 11: Demographic Information of Protagonists in All Kinds of Minds p. 90 Table 12: Findings from All Kinds of Minds p. 94 Table 13: Demographic Information of Protagonists in p. 98 Learning Disabilities and Life Stories Table 14: Findings from Learning Disabilities and Life Stories p. 108 Table 15: Demographic Information of Protagonists in p. 110 Listening to the Experts Table 16: Findings from Listening to the Experts p. 114 Table 17: Finalized Individual Findings p. 115 Table 18: Human Rights, Typical Violations, Possible Violations p. 119 in School Policies and Environments Table 19: Two Recommendations for Incremental Change p. 129 ix List of Figures Figure 1: Skrtic’s Theoretical Discourse of Special Education P. 23 Figure 2: Impact of the Removal of Functionalists from Skrtic’s Paradigm P. 36 Figure 3: Conceptualization of Positive Niche Locations p. 38 Figure 4: Sorting Mechanism of Data Collection Process P. 45 Figure 5: Interconnectedness of Radical Humanism and Radical Structuralism P. 57 Figure 6: The Continuum of Influence P. 59 Figure 7: Interconnectedness of the Utilized Paradigms P. 62 Figure 8: The Impact of Context upon Experiencing LDs P. 74 1 Prelude: My Personal Connection As a child, I had severe speech impediments. My immediate family states