Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings

Theodoto Ressa; Derek Daniels; Sheri Wells-jensen

doi:10.24331/ijere.927574

EN

Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings

Abstract

Formal education is schedule driven yet time as a hidden curriculum pertaining to students with disabilities is understudied. The authors share different challenges around disability: The first author has a physical disability and is a wheelchair user and teaches disability and equity studies in education, the second author stutters and teaches speech-language pathology, and the third author is blind and is a white cane user and teaches linguistic and disability courses. Informed by personal and educational disability experiences, the authors examine three case scenarios related to the schooling of learners with mobility, speech, and visual disabilities in P-12 settings to understand the interaction of time and curriculum and the impact on their education. Since time as a hidden curriculum can be a barrier for students with physical, speech, and visual disabilities, then there is a need for the reconceptualization of time within the frame of curriculum development to genuinely support the schooling of students with disabilities.

Keywords

disability , education , time , hidden curriculum , discrimination

Kaynakça

Adriaensens, S., & Struyf, E. (2016). Secondary school teachers’ beliefs, attitudes, and reactions to stuttering. Language, Speech, and Hearing Services in Schools, 47(2), 135-147. https://doi.org/10.1044/2016_lshss-15-0019
Arnold, H.S., Li, J., & Goltl, K. (2015). Beliefs of teachers versus non-teachers about people who stutter. Journal of Fluency Disorders, 43, 28-39. https://doi.org/10.1016/j.jfludis.2014.12.001
Berg, L. A., Jirikowic, T., Haerling, K., & MacDonald, G. (2017). Navigating the hidden curriculum of higher education for postsecondary students with intellectual disabilities. The American Journal of Occupational Therapy, 71(3), 1-9. https://doi.org/10.5014/ajot.2017.024703
Bernard, H. R. (2017-2002). Research methods in anthropology: Qualitative and quantitative approaches (6th ed.). Rowman & Littlefield Publishers.
Black, L. I. (2017). QuickStats: Percentage of children aged 6–17 years who wear glasses or contact lenses, by sex and age group — National Health Interview Survey, 2016. Morbidity and Mortality Weekly Report, 66, 917. http://dx.doi.org/10.15585/mmwr.mm6634a7
Bottge, B. A., Ma, X., Gassaway, L. J., Jones, M., & Gravil, M. (2020). Effects of Formative Assessment Strategies on the Fractions Computation Skills of Students With Disabilities. Remedial and Special Education, 1-11. https://doi.org/10.1177/0741932520942954
Bottini, R., Crepaldi, D., Casasanto, D., Crollen, V., & Collignon, O. (2015). Space and time in the sighted and blind. Cognition, 141, 67-72. https://doi.org/10.1016/j.cognition.2015.04.004
Boyle, M. P. (2018). Enacted stigma and felt stigma experienced by adults who stutter. Journal of Communication Disorders, 73, 50-61. https://doi.org/10.1016/j.jcomdis.2018.03.004
Boyle, M. P, Daniels, D. E., Hughes, C. D., & Buhr, A. P. (2016). Considering Disability Culture for Culturally Competent Interactions With Individuals Who Stutter. Contemporary Issues in Communication Science and Disorders, 43(Spring), 11–22. https://doi.org/10.1044/cicsd_43_s_11
Bunnag, A. (2017). The concept of time in philosophy: A comparative study between Theravada Buddhist and Henri Bergson's concept of time from Thai philosophers' perspectives. Kasetsart Journal of Social Sciences, 40(1), 1-7. https://doi.org/10.1016/j.kjss.2017.07.007

Burnham, D. & Staffordshire University. (2006). Gottfried Wilhelm Leibniz (1646–1716) Metaphysics – 7. Space, Time, and Indiscernibles. In J. Fieser & B. Dowden (Eds.), The Internet encyclopedia of philosophy. https://www.iep.utm.edu/eds/
Carroll, S. M. (2010). From eternity to here: The quest for the ultimate theory of Time (54–55). Dutton.
Castillo, J. M., Wolgemuth, J. R., Barclay, C., Mattison, A., Tan, S. Y., Sabnis, S., Brundage, A., & Marshall, L. (2016). A qualitative study of facilitators and barriers related to comprehensive and integrated school psychological services. Psychology in the Schools, 53(6), 641-658. https://doi.org/10.1002/pits.21932
Considine, D. M. & Considine, G. D. (1985). Process instruments and controls handbook(3 ed.) (18–61). McGraw-Hill.
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd Ed.). SAGE Publications, Inc.
Crichton-Smith, I. (2002). Communicating in the real-world: Accounts from people who stammer. Journal of Fluency Disorders, 27(4), 333-351. https://doi.org/10.1016/s0094-730x(02)00161-4
Crowe, T.A., & Walton, J.H. (1981). Teacher attitudes toward stuttering. Journal of Fluency Disorders, 6(2), 163-174. https://doi.org/10.1016/0094-730x(81)90013-9
Danforth, S. (2017). Becoming a great inclusive educator (2nd Ed.). Peter Lang Inc.
Daniels, D. E., Gabel, R. M., & Hughes, S. (2012). Recounting the K-12 school experiences of adults who stutter: A qualitative analysis. Journal of Fluency Disorders, 37(2), 71-82. https://doi.org/10.1016/j.jfludis.2011.12.001
Davis, S., Howell, P., & Cooke, F. (2002). Sociodynamic relationships between children who stutter and their non-stuttering classmates. Journal of Child Psychology and Psychiatry, 43(7), 939-947. https://doi.org/10.1111/1469-7610.00093
Duhaney, D. C., & Duhaney, L. M. G. (2000). Assistive technology: Meeting the needs of learners with disabilities. International Journal of Instructional Media, 27(4), 393-401. https://eric.ed.gov/?id=EJ623542
Elias, N. (1992). Time: an essay. Blackwell Publishers.
Fialka, J. (2016). What matters: Reflections on disability, community & love. Inclusion Press
Fogle, P.T. (2019). Essentials of communication sciences and disorders (2nd Ed.). Jones and Bartlett Learning.
Franck, A.L., Jackson, R.A., Pimentel, J.T., & Greenwood, G.S. (2003). School-age children’s perceptions of a person who stutters. Journal of Fluency Disorders, 28(1), 1-15. https://doi.org/10.1016/s0094-730x(03)00002-0
Gabbert, C. (2012). Common types and characteristics of visual impairments. Retrieved September 20, 2019 from https://www.brighthubeducation.com/special-ed-visual-impairments/35103-common-types-of-visual-impairment-in-students/
Giroux, H. A., & Penna, A. N. (1979). Social education in the classroom: The dynamics of the hidden curriculum. Theory & Research in Social Education, 7(1), 21-42. https://doi.org/10.1080/00933104.1979.10506048
Hugh-Jones, S., & Smith, P. K. (1999). Self-reports of short- and long-term effects of bullying on children who stammer. British Journal of Educational Psychology, 69(2), 141-158. https://doi.org/10.1348/000709999157626
Hutmacher, F. (2019). Why is there so much more research on vision than on any other sensory modality?  Frontiers in psychology, 10, 2246. https://doi.org/10.3389/fpsyg.2019.02246
Ivey, D. G. & Hume, J.N.P. (1974). Physics. Ronald Press.
Johnson, L., & Lawson, H. (2006). Teachers of visually impaired students as providers of related services? “supportive services” versus “specially designed instruction.” Journal of Visual Impairment & Blindness, 100(10), 595–596. https://doi.org/10.1177/0145482x0610001008
Kafer, A. (2013). Feminist, Queer, Crip. Indiana University Press. Kang, P. B. (2019). Muscles, bones, and nerves. In M. L. Batshaw, N. J. Roizen, & L. Pellegrino (Eds.), Children with disabilities (213-229). Paul H. Brookes Publishing Co.
Kant, I. (2004). The Critique of Pure Reason (2nd Ed.). (J. M. D. Meiklejohn, Trans.). eBooks@Adelaide. (Original work published 1787).
Karlsone, I. (2015). The Principles of universal design for learning implementation in design study process. https://doi.org/10.15405/epsbs.2015.01.12
Klompas, M., & Ross, E. (2004). Life experiences of people who stutter, and the perceived impact of stuttering on quality of life: Personal accounts of South African individuals. Journal of Fluency Disorders, 29(4), 275-305. https://doi.org/10.1016/j.jfludis.2004.10.001
Lass, N.J., Ruscello, D.M., Pannbacker, M., Schmitt, J.F., Kiser, A.M., Mussa, A.M., & Lockart, P. (1994). School administrators’ perceptions of people who stutter. Language, Speech, and Hearing Services in Schools, 25(2), 90-93. https://doi.org/10.1044/0161-1461.2502.90
Lass, N.J., Ruscello, D.M., Schmitt, J.F., Pannbacker, M.D., Orlando, M.B., Dean, K.A., Ruziska, J.C., & Bradshaw, K.H. (1992). Teachers’ perceptions of stutterers. Language, Speech, and Hearing Services in Schools, 24(2), 108-109. https://doi.org/10.1044/0161-1461.2402.108b
Lawrence-Brown, D. (2020). Differentiated instruction and inclusive schooling. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1223
Le Poidevin, R. (2004). The experience and perception of time. In Edward N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy. Retrieved July 2, 2019 from https://plato.stanford.edu/cgi-bin/encyclopedia/archinfo.cgi?entry=time-experience
Lennie, P. & Van Hemel, S. B. (Eds.). (2002). Visual Impairments: Determining Eligibility for Social Security Benefits. National Academy Press.
Luckham, D. & Schulte, R. (Eds.). (2011, August 23). Event Processing Glossary –Version 2.0. Real Time Intelligence & Complex Event Processing. Retrieved July 3, 2019 from http://www.complexevents.com/2011/08/23/event-processing-glossary-version-2/
McLean, S., & Dixit, J. (2018). The power of positive thinking: A hidden curriculum for precarious times. Adult Education Quarterly: A Journal of Research and Theory, 68(4), 280–296. https://doi.org/10.1177/0741713618777817
McRuer, R. (2017). Crip Times: Disability, Globalization, and Resistance. NYU Press. Grassi, E. A., & Barker, H. B. (2010). Culturally and Linguistically Diverse Exceptional Students: Strategies for Teaching and Assessment. SAGE Publications, Inc.
Nelms, T. P. (1991). Has the curriculum revolution revolutionized the definition of curriculum? Journal of Nursing Education, 30(1), 5-8. https://doi.org/10.3928/0148-4834-19910101-04
Nordquist, R. (Updated January 20, 2019). Definition and examples of narratives in writing. Retrieved July 3, 2019 from https://www.thoughtco.com/narrative-composition-term-1691417
Núñez, R., Cooperrider, K., Doan, D. & Wassmann, J. (July 1, 2012). Contours of time: Topographic construals of past, present, and future in the Yupno Valley of Papua New Guinea. Cognition, 124(1), 25–35. https://doi.org/10.1016/j.cognition.2012.03.007
Palinkas, L. A., Aarons, G. A., Horwitz, S. M., Chamberlain, P., Hurlburt, M., Landsverk, J. (2011). Mixed method designs in implementation research. Adm Policy Ment Health, 38, 44–53. https://doi.org/10.1007/s10488-010-0314-z
Panico, J., Daniels, D.E., Hughes, S., Smith, R.E., & Zelenak, J. (2018). Comparing perceptions of student teachers and regular education teachers toward students who stutter: A mixed-methods approach. Speech, Language, and Hearing, 21(4), 245-255. https://doi.org/10.1080/2050571x.2017.1391425
Patton, M. Q. (2014-2002). Qualitative Research & Evaluation Methods: Integrating Theory and Practice (4th ed.). Sage Publications.
Piasecki, D. J. (2011). Inventory Accuracy Glossary. AccuracyBook.com (OPS Publishing). Retrieved July 3, 2019 from https://www.accuracybook.com/glossary.html.
Ray, P. L., Cox, A. P., Jensen, M., Allen, T., Duncan, W., & Diehl, A. D. (2016). Representing vision and blindness. Journal of Biomedical Semantics, 7(1), 1–12. https://doi.org/10.1186/s13326-016-0058-0
Russell, D. W., Altmaier, E., & Van Velzen, D. (1987). Job-related stress, social support, and burnout among classroom teachers. Journal of Applied Psychology, 72(2), 269-274. https://doi.org/10.1037/0021-9010.72.2.269
Samuels, E. (2017). Six ways of looking at crip time. Disability Studies Quarterly, 17(3). https://doi.org/10.18061/dsq.v37i3.5824 Silverman, F. H. & Marik, J. H. (1993). “Teachers’ perceptions of stutterers.” Language, Speech, and Hearing Services in Schools, 24(2), 108. https://doi.org/10.1044/0161-1461.2402.108a
Silvestri, N. J. (Ed.). (2018). Neuromuscular disorders: a symptoms and signs approach to differential diagnosis and treatment. Demos Medical Publishing.
Spradley, J. P. (2016-1979). The Ethnographic Interview (Reissue ed.). Waveland Press, Inc. St. Augustine. (2012). The Confessions of Saint Augustine. (E. B. Pusey, Trans.). Simon & Brown.
Teddlie, C., & Tashakkori, A. (2010-2003). Major issues and controversies in the use of mixed methods in the social and behavioral sciences. In A. Tashakkori & C. Teddlie (Eds.) SAGE Handbook of Mixed Methods in Social & Behavioral Research (2nd ed.) (pp. 3-50). SAGE Publications, Inc.
Teutsch, S.M., McCoy, M.A., Woodbury, R. B., & Welp, A. (Eds.) (2016). Making eye health a population health imperative: Vision for tomorrow. National Academies Press.
The Vision Council. (2015). Percentage of American adults using any form of vision correction with gender and age groups. VisionWatch.
Titchkosky, T. (2011). The question of access: Disability, space, meaning. University of Toronto Press
U.S. Department of Education, Office of Special Education Programs, Individuals with Disabilities Education Act (IDEA) database. Retrieved May 7, 2020 from https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bcc
Yeakle, M.K., & Cooper, E.B. (1986). Teacher perceptions of stuttering. Journal of Fluency Disorders, 11(4), 345-359. https://doi.org/10.1016/0094-730x(86)90022-7
Zeigler, K. (2008). Getting organized at work: 24 lessons for setting goals, establishing priorities, and managing your time (mighty manager). McGraw-Hill Education.

Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Üzerine Çalışmalar

Bölüm

Araştırma Makalesi

Yazarlar

Theodoto Ressa ^*
United States

Derek Daniels Bu kişi benim
United States

Sheri Wells-jensen Bu kişi benim
United States

Yayımlanma Tarihi

1 Temmuz 2021

Gönderilme Tarihi

25 Nisan 2021

Kabul Tarihi

27 Mayıs 2021

Yayımlandığı Sayı

Yıl 2021 Cilt: 6 Sayı: 3

DOI

https://doi.org/10.24331/ijere.927574

IZ

https://izlik.org/JA54MR66WB

APA

Ressa, T., Daniels, D., & Wells-jensen, S. (2021). Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings. International Journal of Educational Research Review, 6(3), 250-263. https://doi.org/10.24331/ijere.927574

AMA

1.Ressa T, Daniels D, Wells-jensen S. Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings. IJERE. 2021;6(3):250-263. doi:10.24331/ijere.927574

Chicago

Ressa, Theodoto, Derek Daniels, ve Sheri Wells-jensen. 2021. “Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings”. International Journal of Educational Research Review 6 (3): 250-63. https://doi.org/10.24331/ijere.927574.

EndNote

Ressa T, Daniels D, Wells-jensen S (01 Temmuz 2021) Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings. International Journal of Educational Research Review 6 3 250–263.

IEEE

[1]T. Ressa, D. Daniels, ve S. Wells-jensen, “Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings”, IJERE, c. 6, sy 3, ss. 250–263, Tem. 2021, doi: 10.24331/ijere.927574.

ISNAD

Ressa, Theodoto - Daniels, Derek - Wells-jensen, Sheri. “Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings”. International Journal of Educational Research Review 6/3 (01 Temmuz 2021): 250-263. https://doi.org/10.24331/ijere.927574.

JAMA

1.Ressa T, Daniels D, Wells-jensen S. Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings. IJERE. 2021;6:250–263.

MLA

Ressa, Theodoto, vd. “Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings”. International Journal of Educational Research Review, c. 6, sy 3, Temmuz 2021, ss. 250-63, doi:10.24331/ijere.927574.

Vancouver

1.Theodoto Ressa, Derek Daniels, Sheri Wells-jensen. Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings. IJERE. 01 Temmuz 2021;6(3):250-63. doi:10.24331/ijere.927574

Cited By

Discrimination against private-school students under a special quota for the underprivileged: a case in India

Asia Pacific Education Review

https://doi.org/10.1007/s12564-022-09815-z

Hidden curriculum in visual arts education

Anadolu University Journal of Education Faculty

https://doi.org/10.34056/aujef.1659046

International Journal of Educational Research Review (ISSN:2458-9322)
International Journal of Educational Research Review publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.
The range of topics covered in the International Journal of Educational Research Review include; read full aims and scope; https://www.ijere.com/page/journal-scopes
Peer Review Policy: All articles in this journal will undergo initial editor screening, rigorous double-anonymous peer review, and review by the editorial board.
Double-blind peer review
International Journal of Educational Research Review follows a double-blind reviewing procedure. This means that the author will remain anonymous to the reviewers throughout peer review. It is the responsibility of the author to anonymize the manuscript and any associated materials. read full Peer Review Policy; https://www.ijere.com/page/peer-review-policy
Ownership and management
IJERE journal is hosted by Dergipark/Tubitak. IJERE Journal is published with the support of Sakarya University Faculty of Education/TURKEY.
Governing body
Editor in Chief
Dr. Serhat Arslan, Gazi University, serhatarslan@gazi.edu.tr , Turkey
read full Governing body /Ownership and management/ Editorial board member ; https://www.ijere.com/page/editorial-board
Copyright and licensing
Copyright Statement
Copyright violation is an important, and possibly related, ethical issue. Authors should check their manuscripts for possible breaches of copyright law (e.g., where permissions are needed for quotations, artwork or tables taken from other publications or from other freely available sources on the Internet) and secure the necessary permissions before submission to International Journal of Educational Research Review.
read full Copyright and licensing; https://www.ijere.com/page/copyright-and-licensing-open-access-statement

Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings

Öz

Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings

Abstract

Keywords

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

Discrimination against private-school students under a special quota for the underprivileged: a case in India

Hidden curriculum in visual arts education