TALES FROM THE CRIP Tales from the Crip: The Relationship between Stories about Learning Disabilities in Mass Media and Teacher Perceptions and Expectations of Learning Disabled Students By Max Applebaum A research paper submitted in conformity with the requirements for the degree of Master of Teaching Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto Copyright by Max Applebaum, April 2016 1 TALES FROM THE CRIP Abstract In modern-day Western society, most people believe the disabled community is accorded respect and empathy from its nondisabled counterparts. Inclusivity is now part of our contemporary vocabulary and most people claim they pay attention to the needs of others. But, disabled groups still continue to fight for individual freedoms and identity, despite improvements in accessibility and inclusivity. Regardless of policies in place to give students with learning disabilities (SLDs) the same right to educational achievement and success as those who are non-LD, negatively- driven stories continue to dog elementary school SLDs inside and outside the classroom (Shifrer, 2013). My research investigated the complex relationship between the views of three elementary school teachers of SLDs and portrayals of learning disabilities generated in Western mass media. Although there was no conclusive evidence to determine whether media representations had a significant impact on teacher perceptions and expectations, the data collected suggests media representations may have played a supporting role in shaping teacher perceptions and expectations of their SLDs. A narrative approach was used for this study's methodology, coupled with two theoretical frameworks: crip theory and the theory of intertextuality. Key Words: Learning disability (LD), inclusivity, mass media, crip theory, qualitative research, LD identity 2 TALES FROM THE CRIP Acknowledgements I would like to acknowledge and thank several people who were involved in the development and execution of this paper. I am grateful for the time and support of all my participants, without whom this research study would not have been possible. I also owe a debt of gratitude to my undergraduate professor, Dr. Naomi Morgenstern for truly igniting my interest in qualitative research. To my research supervisors Dr. Peter Joong, Dr. Arlo Kempf, and Dr. Erin Sperling, a big thank you for your valuable assistance in helping me to organize my study. To Dr. Patrick Finnessy, who suggested that I use the theoretical framework of crip theory and introduced me to the work of crip theorist Robert McRuer, I am so grateful for your vast knowledge. Finally, a special nod to Margo Rapport for her guidance. 3 TALES FROM THE CRIP TABLE OF CONTENTS Abstract ........................................................................................................................................... 1 Acknowledgements ......................................................................................................................... 2 CHAPTER 1: INTRODUCTION ................................................................................................... 6 1.0 Introduction to Research Study ................................................................................................. 6 1.1 Purpose of the Study ................................................................................................................. 7 1.2 Research Questions ................................................................................................................. 12 1.3 Overview ................................................................................................................................. 12 1.4 Background of the Researcher ................................................................................................ 12 CHAPTER 2: LITERATURE REVIEW ...................................................................................... 16 2.0 Introduction ............................................................................................................................. 16 2.1 The General Embodiment of Disability .................................................................................. 17 2.1.1 Crip Theory .................................................................................................................... 17 2.1.2 The Disability Closet: Is it Hip to Come out Crip? ....................................................... 22 2.1.3 The (Dis)abled Story ...................................................................................................... 26 2.2 LD Embodiment inside the Classroom ................................................................................... 27 2.2.1 Role of an Inclusive Mainstream Teacher ..................................................................... 27 2.2.2 Governmental/Official School Perceptions of SLDs ..................................................... 28 2.2.3 Past Experiences of Teachers as Young Students .......................................................... 29 2.2.4 Teacher Perceptions of SLDs......................................................................................... 30 2.2.5 Role of Inclusive Mainstream Teachers in Combating Disability Stereotypes ............. 31 2.3 Multi-layered Stories: Intertextuality ...................................................................................... 32 2.4 LD Embodiment in Popular Media and Teachers’ Beliefs ..................................................... 34 2.5 Summary ................................................................................................................................. 39 CHAPTER 3: METHODOLOGY ................................................................................................ 40 3.0 Introduction ............................................................................................................................. 40 3.1 Research Approaches and Procedures .................................................................................... 40 3.1.1 Qualitative Research ...................................................................................................... 40 3.1.2 Narrative Methodology .................................................................................................. 41 3.1.3 Literature Review........................................................................................................... 42 4 TALES FROM THE CRIP 3.2 Instruments of Data Collection ............................................................................................... 42 3.3 Participants .............................................................................................................................. 44 3.3.1 Sampling Criteria ........................................................................................................... 44 3.3.2 Sampling procedures ...................................................................................................... 45 3.3.3 Participant Bios .............................................................................................................. 46 3.4 Data Analysis .......................................................................................................................... 47 3.5 Ethical Review Procedures ..................................................................................................... 48 3.6 Methodological Limitations and Strengths ............................................................................. 49 3.7 Conclusion: Brief Overview and Preview of What Comes Next ........................................... 50 CHAPTER 4: RESEARCH FINDINGS ....................................................................................... 52 4.0 Introductory Overview ............................................................................................................ 52 4.1 Teacher Understanding of Disabilities and Expectations of Students with Disabilities ......... 53 4.1.1 Understanding of (Dis)ability ........................................................................................ 53 4.1.2 Understanding of Students with LD – Conjuring One-Dimensional Views ................. 54 4.1.3 Understanding of Students with Mild LD – "...the kids who fall between the cracks".. 55 4.1.4 Perceptions of SLDs as Pitiable ..................................................................................... 57 4.1.5 Academic and Social Expectations of Students with Mild LD...................................... 58 4.1.6 Experience Versus Understanding – "I have the experience so I can't erase it" ............ 60 4.1.7 Individuality of LD Students ......................................................................................... 61 4.1.8 Transformation of Understanding of Students with LD since Childhood ..................... 62 4.2 Teacher Perceptions of LD Representations in the Media...................................................... 63 4.2.1 Lack of Representation .................................................................................................. 63 4.2.2 Exaggerated and Stereotyped LD Media Representations……………………………..65 4.2.3 Ableist Media in Schools ............................................................................................... 66 4.2.4 The Purpose and Influence of Silly Characters with LD Traits ..................................... 67 4.2.5 Helpful Representations