“Is that okay with you?”: Examining a simulated discussion about accommodations between university students identified as having a disability and a standardized faculty member

Postsecondary students identified as having a disability in the United States are commonly expected to discuss the use of disability-related accommodations with faculty members. Researchers have previously used surveys and interviews to examine what students report about discussing accommodations with faculty members. However, little is known about how students advocate in the moment when communicating with faculty members about accommodations. In this study, I designed a clinical simulation to examine how 15 university students identified as having a disability engaged in and reflected upon a meeting with a standardized faculty member – an actor who I trained to communicate questions and concerns that were described as common by university students and staff members. Participants engaged in a single video-recorded simulated discussion followed by a group reflection interview and an optional individual follow-up interview in which participants watched a video of the simulation. The results of this study illustrate approaches that students use to discuss accommodations with a faculty member, including how they frame the role of accommodations. The results also provide glimpses into how students respond to a standardized faculty member’s concern about an accommodation and how students advocate for their needs. Furthermore, data from follow-up interviews demonstrate an array of tactics that participants used to manage their identity with careful consideration of issues such as power, authority, and gender dynamics within the context of a student-faculty member relationship. I conclude this study by suggesting that while self-advocacy remains important for postsecondary students identified as having a disability, the voices of participants in this study illustrate the need to reform practices that place students in a stigmatized position and demand the need for students to self-advocate in the first place

Barriers to Knowing and Being Known: Constructions of (In)competence in Research

In this paper, we examine the barriers to, and possibilities of, recognizing individuals labelled intellectually disabled as producers and contributors to knowledge about their experiences. Through engaging perspectives within the fields of philosophy of education and disability studies, we examine contrasting research about the use of facilitated communication, an augmentative and alternative communication technique for teaching people with disabilities to communicate through pointing, or typing with support provided by a communication partner. We examine how researchers impose demands for the scientific validation of facilitated communication and use such demands to discredit autistic people identified with intellectual disabilities in their attempts to be recognized as knowers and producers of knowledge. Our analysis calls into question whether self-imposed limitations on contemporary knowledge production render educational research (in)capable of accepting forms of evidence that will facilitate the agency of those labelled or regarded as intellectually disabled and (in)capable of providing consumers of educational research access to knowledge that reflects the wide range of communicative, neurocognitive, and intellectual diversity in schools and communities

Encountering Ableism in the Moment

At colleges and universities in the United States, disability is typically addressed as a medicalized identity. Students must self-identify as having a disability to their postsecondary school in order to receive access to accommodations. They are also expected to communicate with faculty members about using accommodations in individual courses. Students report experiencing stigma and discrimination due to being required to disclose a disability status and negotiate with faculty members to use accommodations. This paper uses theoretical frameworks within the field of Disability Studies to investigate how university students engage in conversations with faculty members about accommodations. Students provide insight into the barriers to meaningful access to education that they encounter, and how they manage stigmatized social identities within the power dynamic of a student-faculty member relationship

ADHD and Brain Anatomy: What Do Academic Textbooks Used in the Netherlands Tell Students?

Studies of brain size of children classified with ADHD appear to reveal smaller brains when compared to ‘normal’ children. Yet, what does this mean? Even with the use of rigorously screened case and control groups, these studies show only small, average group differences between children with and without an ADHD classification. However, academic textbooks used in the Netherlands often portray individual children with an ADHD classification as having a different, malfunctioning brain that necessitates medical intervention. This conceptualisation of ADHD might serve professional interests, but not necessarily the interests of children

ADHD and reification: Four ways a psychiatric construct is portrayed as a disease

IntroductionThe descriptive classification Attention-Deficit/Hyperactivity Disorder (ADHD) is often mistaken for a disease entity that explains the causes of inattentive and hyperactive behaviors, rather than merely describing the existence of such behaviors. The present study examines discourse on ADHD to analyze how authors passively and actively contribute to reification—a fallacy in which a concept is represented as a thing existing on its own.MethodsCritical Discourse Analysis and Qualitative Content Analysis of academic textbooks, scientific articles, websites and videos were used to analyze how ADHD is reified.ResultsThe analyses reveal four ways in which inattentive and restless behaviors are presented as an entity by means of the ADHD classification: language choice, logical fallacies, genetic reductionism, and textual silence. First, language choice, such as medical jargon and metaphors aid in representing ADHD as a disease entity. Second, several logical fallacies do the same, including the relatively unknown “ecological fallacy” that refers to the erroneous belief that average group findings, such as average brain size of groups of those with an ADHD classification, can be applied on an individual level. Third, genetic reductionism is often achieved by overstating the results of twin studies and being silent about the disappointing molecular genetic research. Such textual silence is the last identified mechanism of reification and includes instances in which societal factors that affect the ADHD construct are often omitted from texts, thereby obscuring the extent to which ADHD is a limited heuristic.DiscussionIt is essential that discourse communities do not repeat these four ways of reifying behavior and social relations into an alleged entity with the acronym ADHD. The errors and habits of writing may be epistemologically violent by influencing how laypeople and professionals see children and ultimately how children may come to see themselves in a negative way. Beyond that, if the institutional world shaped to help children is based on misguided assumptions, it may cause them harm and help perpetuate the misguided narrative. To counter the dominant, reifying and medicalizing view, guidelines such as the recently published “Dutch ADHD Psychoeducation Guidelines” might be helpful

Holographic Normal Ordering and Multi-particle States in the AdS/CFT Correspondence

The general correlator of composite operators of N=4 supersymmetric gauge field theory is divergent. We introduce a means for renormalizing these correlators by adding a boundary theory on the AdS space correcting for the divergences. Such renormalizations are not equivalent to the standard normal ordering of current algebras in two dimensions. The correlators contain contact terms that contribute to the OPE; we relate them diagrammatically to correlation functions of compound composite operators dual to multi-particle states.Comment: 18 pages, one equation corr., further comments and refs. adde

Sum rules and three point functions

Sum rules constraining the R-current spectral densities are derived holographically for the case of D3-branes, M2-branes and M5-branes all at finite chemical potentials. In each of the cases the sum rule relates a certain integral of the spectral density over the frequency to terms which depend both on long distance physics, hydrodynamics and short distance physics of the theory. The terms which which depend on the short distance physics result from the presence of certain chiral primaries in the OPE of two R-currents which are turned on at finite chemical potential. Since these sum rules contain information of the OPE they provide an alternate method to obtain the structure constants of the two R-currents and the chiral primary. As a consistency check we show that the 3 point function derived from the sum rule precisely matches with that obtained using Witten diagrams.Comment: 41 page

Approximating the Turaev-Viro Invariant of Mapping Tori is Complete for One Clean Qubit

The Turaev-Viro invariants are scalar topological invariants of three-dimensional manifolds. Here we show that the problem of estimating the Fibonacci version of the Turaev-Viro invariant of a mapping torus is a complete problem for the one clean qubit complexity class (DQC1). This complements a previous result showing that estimating the Turaev-Viro invariant for arbitrary manifolds presented as Heegaard splittings is a complete problem for the standard quantum computation model (BQP). We also discuss a beautiful analogy between these results and previously known results on the computational complexity of approximating the Jones polynomial.Comment: 16 pages, 8 figures, presented at TQC '11. Added reference

Can Sigma Models Describe Finite Temperature Chiral Transitions?

Large-N expansions and computer simulations indicate that the universality class of the finite temperature chiral symmetry restoration transition in the 3D Gross-Neveu model is mean field theory. This is a counterexample to the standard 'sigma model' scenario which predicts the 2D Ising model universality class. We trace the breakdown of the standard scenario (dimensional reduction and universality) to the absence of canonical scalar fields in the model. We point out that our results could be generic for theories with dynamical symmetry breaking, such as Quantum Chromodynamics.Comment: 9 pages, 2 ps figure

Deformations of flows from type IIB supergravity

We consider supersymmetric SL(3,R) deformations of various type IIB supergravity backgrounds which exhibit flows away from an asymptotically locally AdS_5 x S^5 fixed point. This includes the gravity dual of the Coulomb branch of N=1 super Yang Mills theory, for which the deformed superpotential is known. We also consider the gravity duals of field theories which live on various curved backgrounds, such as Minkowski_2 x H^2, AdS_3 x S^1 and R x S^3. Some of the deformed theories flow from a four-dimensional N=1 superconformal UV fixed point to a two-dimensional (2,2) superconformal IR fixed point. We study nonsupersymmetric generalizations of the deformations of the above Coulomb branch flows.Comment: 29 pages, additional references and comment