Bibliography of Personal Narrative Articles
Biklen, D. & Burke, J. (2006). Presuming competence. Equity & Excellence in Education, 39, 166-175.
“At least since the early 1990s, educators in inclusive schooling as well as scholars in Disability Studies have critiqued prevailing notions of intellectual ability and have suggested the importance of interpretive communities for constructing student competence. This work follows the tradition of education-as-dialouge, which some have argued in a sine qua non for conceptualizing education with individuals who have been traditionally marginalized” (p. 166).
Kochmeister, S. & Rice, N. Sharisa: My life as a pioneer.
“For many people with speech and movement disorders, the use of facilitated communication (FC) is one part of their overall augmentative communication system (AAC). For others, FC is their primary method of communication. Despite some controversy, for some of these individuals in particular, FC has changed their lives dramatically.”
Rubin, S., Biklen, D., Kasa-Hendrickson, C., Kluth, P., Cardinal, D.N., & Broderick, A., (2001). Independence, participation, and the meaning of intellectual ability. Disability and Society, 16, 415-429.
“When I was in school autistic people like me were usually placed in separate schools or special day classes with other disabled students (and) were not allowed to learn academic subjects. Because of the way we move and our lack of speech we were assumed to be retarded. I was thought to be retarded (but) all this changed ... once I could type without support... My very existence challenged beliefs about mental retardation. Able to type independently... my presentations (at conferences) were acts of advocacy.... When people see me they are forced to admit that their assumptions about mental retardation were wrong” (p. 419).
Schubert, A. (1997). “I want to talk like everyone”: On the use of multiple means of communication. Mental Retardation, 35, 347-354.
“This qualitative case study is a description of a young man with autism who communicated using speech, sign language, facilitated communication, body language, and his mother’s conversational supports” (p. 347).