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

Yıl 2021, , 250 - 263, 01.07.2021
https://doi.org/10.24331/ijere.927574

Öz

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.

Destekleyen Kurum

Not applicable

Proje Numarası

Not applicable

Teşekkür

This is a self-reflection and so did not require approval by the IRB.

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.
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  • 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
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Yıl 2021, , 250 - 263, 01.07.2021
https://doi.org/10.24331/ijere.927574

Öz

Proje Numarası

Not applicable

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.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Theodoto Ressa

Derek Daniels Bu kişi benim

Sheri Wells-jensen Bu kişi benim

Proje Numarası Not applicable
Yayımlanma Tarihi 1 Temmuz 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

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 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. Temmuz 2021;6(3):250-263. doi:10.24331/ijere.927574
Chicago Ressa, Theodoto, Derek Daniels, ve 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”. International Journal of Educational Research Review 6, sy. 3 (Temmuz 2021): 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 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, 2021, doi: 10.24331/ijere.927574.
ISNAD 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 6/3 (Temmuz 2021), 250-263. https://doi.org/10.24331/ijere.927574.
JAMA 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, 2021, ss. 250-63, doi:10.24331/ijere.927574.
Vancouver 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):250-63.

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