Invisible disability, visible people: a closer look at the experiences of teachers with learning disabilities /

Throughout their schooling experiences, students with learning disabilities (LD) face numerous academic and socioemotional challenges. Some of these individuals rise above these obstacles to obtain a postsecondary education and become professionals. Recently, there have been a number of individuals with learning disabilities who have chosen a career in teaching. There is a lack of research that documents the experiences of teachers with learning disabilities. The purpose of this qualitative study is to gain an understanding of the challenges that the teachers with learning disabilities strive to overcome and the supports that they receive ^^^ch facilitate their inception into teaching. Four teachers with learning disabilities were the participants in this collective case study research. Data were collected through semistructured interviews. These data were coded, collapsed into themes, and the results were presented in a narrative form. The resultant 9 themes are: (a) Perspectives on School Experiences, (b) Identification and Effective Accommodations, (c) Isolation, Frustration, and Support, (d) Awareness of Learning Disability at Age 18, (e) Disclosure of Learning Disability, (f) Negative Impact of the Learning Disability Label, (g) Desire, Drive, and Obstacles, (h) Empathy, Compassion, and Self-Concept, and (i) Critical Views of Colleagues. The themes reflect the common experiences among participants. The discussion brings forth new information that is not found in other research. The impHcations of this research will interest teacher federations, parents of students with LD, teachers, and educational researchers.

For the love of a barking lady: an exploration of mental illness in the light of Max Scheler's "Invisible person"

N/A

Evaluation of a professional development curriculum in movement education and adapted physical activity for invisible disabilities : a critical cross-case analysis

Movement education and adapted physical activity are content areas not addressed in pre-service education or in-service training for Ontario practitioners working with individuals with disabilities in physical environments. Consequently, physical activity is often overlooked by service providers in programming and intervention for exceptional young learners. A formative evaluation, multiple-case study design was employed in this research in which a purposeful sample of expert practitioners performed a guided, descriptive evaluation of a three-day professional development workshop curriculum designed to supplement these areas lacking in professional preparation within their respective cohorts. Case-by-case and comparative analyses illustrated the inherent assumptions and societal constraints which prioritize the structure of professional development within the education system and other government organizations providing services for school-aged persons with disabilities in Ontario. Findings, discussed from a critical postmodern perspective, illustrate the paradoxical nature of Western values and prevailing mind/body dichotomy that guide professional practice in these fields.

Living in the Skin That I Am: An Organizational Autoethnography of an Adult Educator's Plight to Survive the Stigma of Invisible and Episodic Disability in an Academy of Administritiva

Through the reflective lens of an adult educator with invisible and episodic disabilities, this paper has been written as an organizational autoethnography. Through a process of autoethnographical sensemaking, it is intended to illuminate important gaps in organizational theory. Feminist/relational care ethics, critical reflection, and transformative learning serve as the educational theories that comprise its framework. In telling my story, embodied writing and performance narrative are used to convey the felt existence of a body exposed through words—where my “abled” and “disabled” professional teaching and learning identities may be studied against the backdrop of organizational policies and procedures. Words used to describe unfamiliar experiences and situations shape meaning for which new meaning may emerge. At the conclusion of this paper, an alternative frame of reference—a view from the margins—may be offered to articulate authenticity in the expectancy of workplace equity for adult educators with disabilities. Taken collectively on a larger level, it is hoped that this research may provide a source of inspiration for systemic organizational change in adult learning environments.

Printed blank from the New York Central and Hudson River Railroad Express Freight Line, New York for shipping packages of brackets and racks to S.D. Woodruff of St. Catharines

Printed blank from the New York Central and Hudson River Railroad Express Freight Line, New York for shipping packages of brackets and racks to S.D. Woodruff of St. Catharines. This document is signed by R.L. Crawford, agent, Aug.11, 1876.

Estudio comparativo de resistencia entre una resina fotopolimerizable y una autopolimerizable, en adhesión de brackets por Luz Ludivina Elizabeth Treviño Obregón

Tesis (Maestría en Ciencias Odontológicas con Especialidad en Ortodoncia) U.A.N.L.

Comparación de la resistencia a la tensión entre brackets no reciclados y brackets reciclados con método térmico y de baño de arena a presión por Guillermo Enrique D'Croz Jaén

Tesis (Maestría en Ciencias Odontológicas con Especialidad en Ortodoncia) U.A.N.L.

Estudio comparativo de permanencia de brackets, utilizando cemento de iónomero de vidrio modificado con resina, resina de campo húmedo y resina para cementado directo convencional

Tesis (Maestría en Ciencias Odontológicas con Especialidad en Ortodoncia) U.A.N.L.

Resistencia al desprendimiento de brackets con esmalte libre de placa utilizando hipoclorito de sodio como antibacteriano.

Tesis (Maestría en Ciencias Odontológicas con Especialidad en Ortodoncia) UANL, 2011.

Tiempo de cierre de espacios de extracción con brackets MBT autoligables y convencionales.

Tesis (Maestría en Ciencias Odontológicas con orientación en Endodoncia) UANL, 2014.

The invisible playmante : a story of the unseen with appendices

UANL

The choir invisible

UANL

La batalla invisible

UANL

« Shonen », le monstre invisible : marginalisation de la jeunesse japonaise par le discours et les représentations de la délinquance juvénile entre 1997 et 2009

À la suite de certains grands meurtres commis en 1997 et 2000 par des jeunes de 14 et 17 ans, un discours sur les délinquants juvéniles, comme étant plus violents, plus cruels, plus anormaux et plus nombreux que jamais auparavant, s’installait chez les intellectuels et dans les médias japonais. Or , par dérapage analytique, ce discours a été généralisé à tous les jeunes, comme étant des individus dangereux, incompréhensibles, anormaux et potentiellement criminels malgré une certaine normalité apparente, faisant d’eux des « monstres invisibles ». La marginalisation des jeunes par ce discours sur la « nouvelle » jeunesse japonaise et les représentations des délinquants juvéniles « cruels » a fortement marqué la société japonaise, manifestée dans l’opinion publique ainsi que dans son impact socioculturel tant au niveau légal qu’au niveau idéologique. Cette étude présente les débuts, le développement ainsi que les conséquences du discours démonisant la jeunesse des années 2000, en présentant les concepts clés ayant été utilisés comme caractéristiques et arguments de la monstruosité cachée chez les jeunes japonais. Elle démontre parallèlement l’incohérence des représentations de la délinquance juvénile, aggravant le fossé entre la réalité vécue par les sujets, et les causes ainsi que les solutions présentées à leur égard.