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The Never-Knowns
Title
The Never-Knowns.
Creator
Haskins, Ryan, Marinara, Martha, Poissant, David, Rushin, Patrick, University of Central Florida
Abstract / Description
The Never-Knowns is a novel about a high-intensity behavioral group home for adults with severe to profound developmental disabilities, its residents, and the staff who are employed there. Focusing on plural protagonists, no single narrative is ever fully realized or resolved, leaving only a cryptic aggregate of experiences, revelations, and trauma.In a typical suburban neighborhood, much like any of us grew up in or now live, there is a house down the block that no one discusses openly. This...
Show moreThe Never-Knowns is a novel about a high-intensity behavioral group home for adults with severe to profound developmental disabilities, its residents, and the staff who are employed there. Focusing on plural protagonists, no single narrative is ever fully realized or resolved, leaving only a cryptic aggregate of experiences, revelations, and trauma.In a typical suburban neighborhood, much like any of us grew up in or now live, there is a house down the block that no one discusses openly. This house seems like all the rest, well landscaped and tidy. Although three times a day much coming and going of college-aged kids and ne'er-do-wells whispers of something covert, obscure. This house is many things to many people; a workplace, or home, or burden, or profit, or prison.An unfortunate, absurd one-act play echoes infinitely for those kept here. Constance is a thirty-something disabled woman who wakes every morning by sprinting nude in a wondrous fury toward the first person or thing she can destroy. Malcolm is a new staff member who snorts meth and masturbates in his car during shift breaks. Terry is a twenty-five year old deaf mute who believes his clothes dresser is God and always knows exactly how many feet are between him and every other place he'd rather be. Jake is a veteran staff member who has finalized his plans to take all the residents of the house deep into a forest and abandon them.Using disjointed, prolix, and often dissonant approaches to storytelling, The Never-Knowns seeks to convey the perspectives of developmentally disabled individuals who possess few or no language skills, and who are so far detached from their own existence that their understanding and interaction with the world is simultaneously grotesque, beautiful, and confounding.
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Date Issued
2013
Identifier
CFE0004861, ucf:49684
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004861
RECEPTIVE AND EXPRESSIVE SINGLE WORD VOCABULARY ERRORS OF PRESCHOOL CHILDREN WITH DEVELOPMENTAL DISABILITIES
Title
RECEPTIVE AND EXPRESSIVE SINGLE WORD VOCABULARY ERRORS OF PRESCHOOL CHILDREN WITH DEVELOPMENTAL DISABILITIES.
Creator
Hirn, Juliana L, Towson, Jacqueline, University of Central Florida
Abstract / Description
Vocabulary growth during the preschool years is critical for language development. Preschool children with developmental disabilities often have more difficulty with learning and developing language, therefore making more errors in vocabulary. It is important to recognize what type of errors children are demonstrating, especially as it relates to receptive and expressive language abilities. This study explores the error patterns preschool children with developmental disabilities make during...
Show moreVocabulary growth during the preschool years is critical for language development. Preschool children with developmental disabilities often have more difficulty with learning and developing language, therefore making more errors in vocabulary. It is important to recognize what type of errors children are demonstrating, especially as it relates to receptive and expressive language abilities. This study explores the error patterns preschool children with developmental disabilities make during receptive and expressive single word vocabulary tests. A secondary analysis of preexisting data was conducted from a sample of 68 preschool children with developmental disabilities ranging in severity. Based on a coding system developed by the author, errors were classified according to type. The majority of the errors children made were classified as No Response types of errors, with the second most common error being Semantic Perceptual errors of receptive and expressive picture naming tasks. Understanding the types of errors preschool children with disabilities make will help to enhance their language and therapy needed to thrive as a learner, especially as they begin elementary school.
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Date Issued
2017
Identifier
CFH2000261, ucf:46010
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000261
An Examination of Movement between Preschool and Kindergarten Classrooms for Young Children with Developmental Disabilities
Title
An Examination of Movement between Preschool and Kindergarten Classrooms for Young Children with Developmental Disabilities.
Creator
Ezekiel-Wilder, Faith, Dieker, Lisa, Little, Mary, Marino, Matthew, Levin, Judith, University of Central Florida
Abstract / Description
The researcher in this investigation describes the similarities and differences of movement in preschool and kindergarten classrooms for young children with developmental delay. Through the use of a mixed method research design, the researcher examined how movement is integrated throughout a school day and integrated into teacher-directed mathematics activities. This study used a multiple case study method that included observations of preschool (n= 3) and kindergarten (n= 3) classrooms to...
Show moreThe researcher in this investigation describes the similarities and differences of movement in preschool and kindergarten classrooms for young children with developmental delay. Through the use of a mixed method research design, the researcher examined how movement is integrated throughout a school day and integrated into teacher-directed mathematics activities. This study used a multiple case study method that included observations of preschool (n= 3) and kindergarten (n= 3) classrooms to determine similarities and differences in movement. In addition, a quantitative measure was embedded within the multiple case study design to compare movement of children with developmental delay. A thematic analysis resulted in themes connected to movement and teachers' perceptions in preschool and kindergarten. Preschool case themes included the use of videos with music for movement, literacy movement, physical transitions, fine motor activities, free play and fine motor manipulatives. Kindergarten case themes included: physical transitions, special areas, fine motor activities, and fine motor workbook activities. The researcher determined that while young children with disabilities in kindergarten classrooms exhibited higher levels of physical activity, as measured by steps taken, than young children with disabilities in preschool classrooms, preschool teachers consistently integrated a variety of movement activities at a higher rate. The results of this study exposed the need for a shared community interest of developing a scaffolding structure between preschool and kindergarten to ensure an effective transition between settings for children with DD.
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Date Issued
2018
Identifier
CFE0007177, ucf:52257
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007177