Negotiating Identities, Negotiating Environments: An interpretation of the experiences of students with disabilities

The Dissection of Paraprofessional Support in Inclusive Education: ‘You're in Mainstream With a Chaperone’

“…As generated theories are grounded in the data collected in fieldwork, they are faithful to the perspectives of those being studied -an important factor in honouring the voices of young people with disabilities who attend inclusive schools. It is therefore a qualitative framework that can be readily applied to inclusive education research (see Kugelmass, 2001;Low, 1996). A discussion of how the framework influenced data collection and analysis follows.…”

Deviant bodies, stigmatized identities, and racist acts: examining the experiences of African-American gamers in Xbox Live

“…For instance, undesirable physical characteristics such as obesity tend to attract stigma not only from the deviant's peers but also from his/her family members (Brownell and Puhl 2003). Physical disability, on the other hand, might elicit negative reactions from others, but emotional support from family members (Low 1996). Within the context of the current community, Xbox Live, the undesirable perceived characteristic of blackness elicits negative reactions from the default gamer within the community.…”

‘How dare you say that about my friend’: negotiating disability and identity within Australian high schools

“…In this context, her anxiety is how the laptop computer becomes the extension of a disabled self in the context of the classroom. Her strategy not to draw attention to herself involved efforts to appear 'normal' within the socio-spatial relations of the classroom by not displaying the props associated with students with disabilities (Low 1996;Ashby 2010). Paradoxically, in Kate's case, a sense of being in-sync with the timeÁspace rhythms meant destroying the learning-aid designed to facilitate inclusion within the classroom.…”

“…Kassandra: I think it's even the trust that they have in you in year seven. Like, I got sick probably a month and a half into year seven and I was off for three weeks or something*which for the beginning of school was This account points to how the disabling impacts of timetables are materialised through the spatial layout of classrooms and felt through the fatigued body (Low 1996;Nespor et al 2009). At school, there are taken-for-granted assumptions about the amount of time and energy for bodies to move between classrooms and climb stairs.…”