Term of Award
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Curriculum, Foundations, and Reading
Julie G. Maudlin
Committee Member 1
John A. Weaver
Committee Member 2
Delores D. Liston
Committee Member 3
Troy V. Sullivan
Committee Member 3 Email
As society becomes more technological on a daily basis, we are heavily influenced by the steady influx of information we receive from various types of media. This dissertation will investigate the relationship between our investments with popular media, particularly film, and with teachers’ perceptions of students with disabilities in secondary schools. I will first look at how disability is viewed in society, discussing both the more traditional models that are moral, medical and rehabilitative in nature and the more contemporary social model. I will explore the history of disability in society, schooling, and film and uncover patterns that illustrate the perpetuation of disabled stereotypes. Using the popular film Radio, I will examine how the messages we receive from film about disability may inform teachers’ perceptions of the abilities of and educational outcomes for their students with disabilities. In order for our students with disabilities to feel they are valued members of society, they must receive educational opportunities that are equitable and just. This study will focus on how these texts may be informing our practices as teachers.
Campbell, Alicia S., "The Screen Speaks: Disability, Media & Schooling" (2014). Electronic Theses and Dissertations. 1161.
Research Data and Supplementary Material