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Nurturing Strong Poets: Helping Students with Learning Disabilities Write Their Personal Narratives

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dc.contributor.author Farquhar, Karin
dc.date.accessioned 2010-07-06T22:45:05Z
dc.date.available 2010-07-06T22:45:05Z
dc.date.copyright 2010 en
dc.date.issued 2010-07-06T22:45:05Z
dc.identifier.uri http://hdl.handle.net/1828/2890
dc.description.abstract Students with learning disabilities are vulnerable to dropping out of school. While the reasons students leave are complex, research has identified factors that are within the teacher’s purview. This project is informed by research suggesting that classroom experiences should engage and empower students. Learning is meaningful when students are actively engaged and valuable when it enables the learners. Students, when they leave school, should then see themselves as able to determine their own destinies, responsible for their own actions, and capable of creating meaningful futures of their own. This project combined Barone’s (1993) metaphor of strong poets with an aesthetic assignment. The assignment endeavoured to help students gain new insights into how they viewed themselves and their futures. Results suggest that the use of an ideal image, like strong poets, combined with an aesthetic project has promise as an instructional approach that likely engages students and helps them to portray themselves as empowered. en
dc.language.iso en en
dc.rights Available to the World Wide Web en
dc.subject Learning Disabiltity en
dc.subject empowerment en
dc.subject engagement en
dc.subject strong poet en
dc.title Nurturing Strong Poets: Helping Students with Learning Disabilities Write Their Personal Narratives en
dc.type project en
dc.contributor.supervisor Hurren, Wanda
dc.degree.department Dept. of Curriculum and Instruction en
dc.degree.level Master of Education M.Ed. en


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