Purpose This paper aims to describe a letter written to undergraduate students before their enrollment in a required foundations course, Service-Learning in English Education, taken before admission to the English education program at [the university]. The course, offered in the spring of 2017, came on the heels of Donald Trump’s election to the US Presidency, an event that followed from a campaign that raged against “politically correct” social developments that respect the dignity of people historically marginalized in US society. Design/methodology/approach The letter lays out the perils of teaching a diversity-oriented course in an era of disdain for diverse people and cultures. The letter explains how the course design attempts to give all interpretive authority to the students through their selection of course books and the book club design of promoting discussion outside professorial surveillance. Findings The paper includes the comments of three students regarding their response to the letter and course, and concludes that teaching a politicized course in a tempestuous time is risky yet possible. Originality/value This paper looks at one teacher educator’s approach to introducing diversity-related ideas in a Red State during an anti-diversity presidency.
Background: Physical therapists (PTs) have a broad range of approaches to the management of Down syndrome (DS). Purpose: To examine the breadth of physical therapy practice for children with DS. Methods: A survey was distributed to 1000 randomly selected members of the Academy of Pediatric Physical Therapy. Data Analysis: Responses were categorized into 13 thematic subcategories and 3 International Classification of Functioning, Disability and Health (ICF) subcategories. Results and Discussion: One hundred eight PTs participated. Joint stability and alignment were the most common physical therapy-related problem. Functional movement was the most common physical therapy intervention. Most clinicians identified and treated at the ICF level of body functions and structure. Multiple assessment tools were used and tended to include norm-referenced tests. There was diversity of interventions with varying amounts of supporting evidence. Conclusions: PTs manage children with DS for a wide variety of needs with a variety of interventions.
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This study looks at the way in which four members of a Midwestern American family co-construct the adult child identity of two graduate school students by using particular discursive practices while discussing topics related to parental expectations and decision-making. More specifically, it focuses on what constitutes “guilting” in the adult child-parent interactions. The data shows that guilting, both direct and indirect, is accomplished through making complaints and assessments. Participants orient to particular utterances as guilting and respond with justifications, explanations, or deflection. Guilting is shown to be used as a tool to control others’ future actions and/or to establish closer connection.
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