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Poetizing disability : arts-informed reflections

dc.contributor.advisorBlaikie, Fiona
dc.contributor.authorWiitala, Donna-Lynn
dc.date.accessioned2011-02-17T19:28:19Z
dc.date.available2011-02-17T19:28:19Z
dc.date.created2009
dc.date.issued2009
dc.identifier.urihttp://knowledgecommons.lakeheadu.ca/handle/2453/52
dc.description.abstractThrough arts-informed educational research, I engaged in poetic exploration of the lived experience of disability. Theorizing and creating through poetry helped me to reflect and deepen my understanding of my own disability, cerebral palsy, as well as my adolescent participant's struggles and joys with dyslexia. I discovered that a person with dyslexia, an invisible disability, can have similar emotional experiences to those I had as an adolescent female with cerebral palsy, including some difficulty relating to peers. My participant revealed that while she accepts the diagnosis of dyslexia, she does not consider dyslexia a disability. Thus far, both my own and my participant's diverse schooling experiences have helped us to do well. Our success is due largely to the emotional and academic supports we enjoy at home and at school.en_US
dc.language.isoen_USen_US
dc.subjectCerebral palsyen_US
dc.subjectDyslexiaen_US
dc.subjectCase Studiesen_US
dc.subjectEducationen_US
dc.subjectSpecial Educationen_US
dc.titlePoetizing disability : arts-informed reflectionsen_US
dc.typeThesisen_US
etd.degree.nameMaster of Education
etd.degree.levelMasteren_US
etd.degree.disciplineEducationen_US
etd.degree.grantorLakehead Universityen_US
dc.contributor.committeememberReynolds, Karen


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