FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W177357700> ?p ?o ?g. }

• W177357700 endingPage "180" @default.
• W177357700 startingPage "167" @default.
• W177357700 abstract "In school, children with Down syndrome have traditionally been separated from literacy opportunities and expectations (Buckley, 1995). Two premises serve the basis for this partial or complete separation of child from printed language: (1) That reading is a curricular end-product requiring students to master a set of isolated subskills in an age-normed, linear sequence (Adams, 1990; McKenna, Robinson, & Miller, 1994); and (2) that children with Down syndrome intrinsically lack the cognitive capacity necessary tO master the literacy subskills at an age-normed pace (Cicchetti & Beeghly, 1990). Though both premises represent prevailing educational assumptions, neither is reflective of an essential reality. For instance, competing interpretations of literacy have been presented which deemphasize reading a hierarchy of isolated subskills, and instead, focus on all children as active sense makers (Crawford, 1995, p. 82) who construct meaning through symbol systems in specific contexts at specific times (Crawford, 1995; Goodman, 1992; Goodman & Goodman, 1979; Harste, Woodward, & Burke, 1984; Shannon, 1990). Within this framework, separating children from literacy is not a logical consequence of the child's lack of cognitive ability; rather, it is a moral choice made when particular student-constructed meanings are misunderstood and devalued (Smith, F., 1992). Interpreting literacy a social process in which children make sense of a particular context has educational consequences. Based on this definition, children often excluded from reading and writing have entered into literate relationships acknowledged creators of complex symbolic language. This has occurred for children whose exclusion was race and class based (Ashton-Warner, 1963; Solsken, 1993), and disability based (Koppenhaver, Pierce, & Yoder, 1995). This study is an ethnographic exploration (Ferguson, Ferguson, & Taylor, 1992) of the meaning of literacy for children with Down syndrome in 10 preschool and elementary school classrooms. Over the course of 2 school years, it became apparent that classroom conceptualizations of reading influenced the meaning of Down syndrome, and that children with Down syndrome could influence how literacy itself was defined in particular classrooms. METHOD Theoreticel Approach This is a qualitative study conducted in an interpretivist tradition (Ferguson, Ferguson, & Taylor, 1992; Smith, J. K., 1993). Interpretivism rejects the assumption that social realities exist objective states. Instead, ideas like Down syndrome and literacy are recognized social constructions: culturally-bound, historically situated perspectives that are constantly being negotiated and renegotiated by individuals in interaction with one another (Ferguson et al., 1992). For instance, not so many years ago, to have Down syndrome meant that one was considered hardly human (Spock, 1949, p. 478) and was likely incarcerated into a custodial institution for life (Blatt, 1987). Nothing about trisonomy of the 21st chromosome inherently required this treatment, is evidenced in the level of community participation enjoyed by many people with Down syndrome today (Nadel & Rosenthal, 1995). However, dehumanizing treatments were accepted at one time the logical response to the differences associated with Down syndrome. In this example, it becomes clear that to understand Down syndrome may require much a focus on the context in which the meaning of Down syndrome is constructed on the chromosomal anomaly itself. Refocusing the researcher's gaze on context has had profound implications for both disability and literacy theory. Qualitative inquiry has influenced the rejection of custodial warehousing of people with disabilities (Blatt & Kaplan, 1966; Bogdan & Taylor, 1994) and has shown the humanness of people historically interpreted to be less-than-human (Bogdan & Taylor, 1989). …" @default.
• W177357700 created "2016-06-24" @default.
• W177357700 creator A5080675193 @default.
• W177357700 date "1998-01-01" @default.
• W177357700 modified "2023-09-23" @default.
• W177357700 title "Citizenship in the Literate Community: An Ethnography of Children with down Syndrome and the Written Word" @default.
• W177357700 cites W1654914454 @default.
• W177357700 cites W1963996492 @default.
• W177357700 cites W1974928750 @default.
• W177357700 cites W1975292305 @default.
• W177357700 cites W1984191219 @default.
• W177357700 cites W1987365491 @default.
• W177357700 cites W2000947680 @default.
• W177357700 cites W2010059536 @default.
• W177357700 cites W2053511425 @default.
• W177357700 cites W2060221496 @default.
• W177357700 cites W2097904193 @default.
• W177357700 cites W2124342104 @default.
• W177357700 cites W2136677506 @default.
• W177357700 cites W2194866971 @default.
• W177357700 cites W2905688565 @default.
• W177357700 cites W4205107809 @default.
• W177357700 cites W4248255270 @default.
• W177357700 cites W79229537 @default.
• W177357700 cites W1003056539 @default.
• W177357700 doi "https://doi.org/10.1177/001440299806400202" @default.
• W177357700 hasPublicationYear "1998" @default.
• W177357700 type Work @default.
• W177357700 sameAs 177357700 @default.
• W177357700 citedByCount "46" @default.
• W177357700 countsByYear W1773577002012 @default.
• W177357700 countsByYear W1773577002013 @default.
• W177357700 countsByYear W1773577002014 @default.
• W177357700 countsByYear W1773577002015 @default.
• W177357700 countsByYear W1773577002016 @default.
• W177357700 countsByYear W1773577002019 @default.
• W177357700 crossrefType "journal-article" @default.
• W177357700 hasAuthorship W177357700A5080675193 @default.
• W177357700 hasConcept C118552586 @default.
• W177357700 hasConcept C138496976 @default.
• W177357700 hasConcept C138885662 @default.
• W177357700 hasConcept C144024400 @default.
• W177357700 hasConcept C15744967 @default.
• W177357700 hasConcept C17744445 @default.
• W177357700 hasConcept C179454799 @default.
• W177357700 hasConcept C19165224 @default.
• W177357700 hasConcept C199539241 @default.
• W177357700 hasConcept C2779954681 @default.
• W177357700 hasConcept C2780781376 @default.
• W177357700 hasConcept C41895202 @default.
• W177357700 hasConcept C90805587 @default.
• W177357700 hasConcept C94625758 @default.
• W177357700 hasConceptScore W177357700C118552586 @default.
• W177357700 hasConceptScore W177357700C138496976 @default.
• W177357700 hasConceptScore W177357700C138885662 @default.
• W177357700 hasConceptScore W177357700C144024400 @default.
• W177357700 hasConceptScore W177357700C15744967 @default.
• W177357700 hasConceptScore W177357700C17744445 @default.
• W177357700 hasConceptScore W177357700C179454799 @default.
• W177357700 hasConceptScore W177357700C19165224 @default.
• W177357700 hasConceptScore W177357700C199539241 @default.
• W177357700 hasConceptScore W177357700C2779954681 @default.
• W177357700 hasConceptScore W177357700C2780781376 @default.
• W177357700 hasConceptScore W177357700C41895202 @default.
• W177357700 hasConceptScore W177357700C90805587 @default.
• W177357700 hasConceptScore W177357700C94625758 @default.
• W177357700 hasIssue "2" @default.
• W177357700 hasLocation W1773577001 @default.
• W177357700 hasOpenAccess W177357700 @default.
• W177357700 hasPrimaryLocation W1773577001 @default.
• W177357700 hasRelatedWork W1502352150 @default.
• W177357700 hasRelatedWork W1529065361 @default.
• W177357700 hasRelatedWork W2030000401 @default.
• W177357700 hasRelatedWork W2597110656 @default.
• W177357700 hasRelatedWork W2791264929 @default.
• W177357700 hasRelatedWork W2990866903 @default.
• W177357700 hasRelatedWork W3002953912 @default.
• W177357700 hasRelatedWork W4323073393 @default.
• W177357700 hasRelatedWork W825436680 @default.
• W177357700 hasRelatedWork W1886108355 @default.
• W177357700 hasVolume "64" @default.
• W177357700 isParatext "false" @default.
• W177357700 isRetracted "false" @default.
• W177357700 magId "177357700" @default.
• W177357700 workType "article" @default.