FROM THE SIDES OF THE FENCE: IMAGES OF TWO FACULTY MEMBERS IN A FEDERALLY FUNDED VOCATIONAL TRAINING PROGRAM FOR THE INTELLECTUALLY DISABLED.
The purpose of the present study was to explore self-reflections about the experiences of two faculty members with a special education background in a federally funded program at an urban university in order to advance the vocational training of individuals with developmental disabilities. The imple...
| Publicado en: | Journal of Ethnographic & Qualitative Research Vol. 16; no. 4; pp. 309 - 324 |
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| Autores principales: | , |
| Formato: | Artículo |
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Ethnographic & Qualitative Research, LLC
Summer2022
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=162765149&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 162765149 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 19353308 44W1 jtl: Journal of Ethnographic & Qualitative Research issn: 19353308 maglogo: N pubinfo: dt: Summer2022 vid: 16 iid: 4 pid: 99754 pub: Ethnographic & Qualitative Research, LLC artinfo: ui: 162765149 ppf: 309 ppct: 15 formats: fmt: @attributes: type: P size: 543KB tig: atl: FROM THE SIDES OF THE FENCE: IMAGES OF TWO FACULTY MEMBERS IN A FEDERALLY FUNDED VOCATIONAL TRAINING PROGRAM FOR THE INTELLECTUALLY DISABLED. aug: au: Pohl, Bernardo E. Tiwari, Ashwini affil: Associate Professor of Social Studies Education and Disability Studies at University of Houston-Downtown in Houston, Texas. Associate Professor, Department of Urban Education at University of Houston-Down town in Houston, Texas su: Adult education Intellectual disabilities Developmental disabilities University faculty Fences sug: subj: Adult education Intellectual disabilities Developmental disabilities All Other Specialty Trade Contractors Colleges, Universities, and Professional Schools University faculty Fences ab: The purpose of the present study was to explore self-reflections about the experiences of two faculty members with a special education background in a federally funded program at an urban university in order to advance the vocational training of individuals with developmental disabilities. The implementation of programs that provide education and training to adults with learning and intellectual disabilities has become popular in higher education. Nevertheless, few studies have explored the narrative of students and/or faculty in these programs. In the present study, we used narrative inquiry (Clandinin & Connelly, 1995) as the methodology to explore the moments of success, triumphs, tensions, and conflicts generated during the duration of the program. As such, we used narrative inquiry to live and relive the moments experienced by the co-principal investigators in the program. This self-reflective study illuminated what made the grant successful, examined the moments of tribulation, and offered insight into the promises of implementing such programs. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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