Using discourse analysis to examine the FLASH curriculum, I deconstruct and highlight the dominant discourse(s) and discursive frameworks that construct and maintain the concept of intellectual/developmental disability (I/DD) as it has historically been understood.I argue that FLASH, similar to other sexuality education curricula for special education, highlights the discourse of I/DD over sexuality.The idea was to address the very question I was now facing with Ethan—teach students with cognitive impairment about developing healthy relationships and sexuality.
With her new novel, A Step Toward Falling, Mc Govern once again drives straight to readers' hearts with a tale that alternates between the voices of classmates Emily and Belinda.
During a high school football game, Emily witnesses an attack on Belinda, who has developmental disabilities, but doesn't report the incident, and neither does fellow witness and football player Lucas.
Abstract Meaningful relationships with others are often elusive for people with intellectual and developmental disabilities, but no less desired for their full inclusion and participation in society.
It is well documented that people with disabilities are victims of interpersonal violence at higher rates than peers without disabilities.
One participant had a friend of her own age with no disabilities.
The other three had varying, superficial peer relationships and friends of the family.
Data were collected through interviews with young people and their family members, relationship maps, observation journals and notes from Personal Futures Planning meetings.
Relationships with family members, other relatives and neighbours were close.
“It’s about learning the art of back-and-forth conversation and finding shared pleasures. ” Most people might agree with this sentiment but pause at including sex in that picture.