Seeing the way: visual sociology and the distance runner's perspective

Employing visual and autoethnographic data from a two‐year research project on distance runners, this article seeks to examine the activity of seeing in relation to the activity of distance running. One of its methodological aims is to develop the linkage between visual and autoethnographic data in combining an observation‐based narrative and sociological analysis with photographs. This combination aims to convey to the reader not only some of the specific subcultural knowledge and particular ways of seeing, but also something of the runner's embodied feelings and experience of momentum en route. Via the combination of narrative and photographs we seek a more effective way of communicating just how distance runners see and experience their training terrain. The importance of subjecting mundane everyday practices to detailed sociological analysis has been highlighted by many sociologists, including those of an ethnomethodological perspective. Indeed, without the competence of social actors in accomplishing these mundane, routine understandings and practices, it is argued, there would in fact be no social order

The embodied becoming of autism and childhood: a storytelling methodology

In this article I explore a methodology of storytelling as a means of bringing together research around autism and childhood in a new way, as a site of the embodied becoming of autism and childhood. Through reflection on an ethnographic story of embodiment, the body is explored as a site of knowledge production that contests its dominantly storied subjectivation as a ‘disordered’ child. Storytelling is used to experiment with a line of flight from the autistic-child-research assemblage into new spaces of potential and possibility where the becomings of bodies within the collision of autism and childhood can be celebrated

Preventing Multiple-Choice Tests From Impeding Educational Advancement After Acquired Brain Injury

Purpose: The purpose of this article is to present management strategies that can be used to breach barriers created for students with acquired brain injuries by testing the students In the multiple-choice format. Method: This article presents a case study of a high school student with severe hydrocephalus and difficulties with state-mandated reading comprehension tests who was denied exceptional student education services because her grades were so good. Result: Although an honor student who received academic awards, she was never taught how to pass the state reading test and was denied her diploma at graduation. Implications: The cognitive obstacles posed by the multiple-choice format can be specified and treated. In-service training can help school staff and officials to recognize and serve these children promptly so that academic disability can be prevented. © American Speech-Language-Hearing Association

Traumatic Brain Injury In K-12 Students: Where Have All The Children Gone?

When children who are permanently disabled by traumatic brain injury (TBI) return to school, most are placed in mainstream classrooms and incorrectly presumed capable of resuming their education. Only one to two percent are classified as students with TBI, qualifying them for the services they need for their education. The failure to properly classify so many children, attributed to a lack of training and to acceptance of inaccurate popular stereotypes, places 98 to 99 percent at risk of academic failure and personal maladjustment. The failure to identify these children needs to be addressed by TBI education and training for parents and professionals. This paper discusses the scope of the problem of improperly classified students, examines explanations for the pervasive failure to classify them accurately, and discusses potential solutions