Disability, advocacy and coping : an autoethnography on non-visible disability

125 Pages·2014·1.66 MB·English

by  Dana L. Morella

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Master's Theses Master's Theses and Graduate Research
2008
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Dana L. Morella
San Jose State University
Follow this and additional works at: https://scholarworks.sjsu.edu/etd_theses
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Morella, Dana L., "Disability, advocacy and coping : an autoethnography on non-visible disability" (2008).
Master's Theses. 3485.
DOI: https://doi.org/10.31979/etd.88c2-t8he
https://scholarworks.sjsu.edu/etd_theses/3485
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DISABILITY, ADVOCACY AND COPING:
AN AUTOETHNOGRAPHY ON NON-VISIBLE DISABILITY
A Thesis
Presented to
The Faculty of the Department of Communication Studies
San Jose State University
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts
by
Dana L. Morella
August 2008
UMI Number: 1459708
Copyright 2008 by
Morella, Dana L.
All rights reserved.
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APPROVED FOR THE DEPARTMENT OF COMMUNICATION STUDIES
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Deanna L. Fasbett, Ph.D.
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Dennis Jaehne, PH.D.
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Anne Marie Todd, Ph.D.
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ABSTRACT
DISABILITY, ADVOCACY, AND COPING: AN AUTOETHNOGRAPHY ON NON-
VISIBLE DISABILITY
BY DANA MORELLA
This thesis explores the notion of non-visible disability in academic settings.
Students with non-visible disabilities, such as learning disabilities, mental health
conditions, and chronic pain, often require accommodations to learning environments in
order to thrive. This study explores how non-visibly disabled students perceive and
respond to times when they do not receive accommodations or when they feel failed by
their own and others' advocacy.
Through autoethnographic exploration and in-depth participant interviews, this
study reveals coping methods used by non-visibly disabled students. The findings contain
useful information that will help researchers, teachers, and non-visibly disabled students
to enter into dialogue with one another and resolve perceived threatening or dangerous
situations for both students, teachers, and school officials.
ACKNOWLEDGEMENTS
To my darling Jason, my wonderful family and all those who participated in and
supported the writing of this thesis, these pages are dedicated to you. A very special
acknowledgment to Dr. Deanna Fassett of the Communication Studies Department, thank
you for your grace, your patience and your commitment to help me succeed not only with
my writing but with my academic career. These pages never would have been written if
it weren't for you.
v
TABLE OF CONTENTS
Chapter One: INTRODUCTION
Difficulty, understanding, and empathy
Buy this book and never worry about dyslexia again!
Impressing Preston
Chapter Two: LITERATURE REVIEW
Research outside of communication studies
The Americans with Disabilities Act
and Workplace Concerns
The DRC, EOC, and AMC
Accommodation
The right to be righteous
Recreating/reconstructing disability
Bartering for support
Research in Communication Studies
Communication apprehension between the non
and the disabled
Culture
Autoethnography and self-refiexivity
The down side of finding what you love to do
The response paper
Intersectional Themes
Language
Resistance
Outside Support
That's what friends are for
Research Questions
Chapter Three: METHODOLOGY
Autoethnography: Imperative to social justice
Introduction to Autoethnography
Just words
Limitations to autoethnography
I am angry! Hear me roar!
Self-reflexivity
The autoethnographic experience
Crises
Autoethnographic data and analysis
Autoethnography in communication studies
Interviews
Procedures
Data and theory nexus
Discussing theory over chili
VI
Chapter Four: FINDINGS 65
Telling the stories of others 65
Understanding 69
Nicholas and Preston: Attempting to improve work through
peer pressure 70
Karen: Questioning curriculum and loaded language 71
Flipper and Fred: The mistake of appearing competent 73
Quest: Disbelief hurts 74
Lisa: Learning to accept your disability when others don't 75
Self accommodation and coping 76
Mary: The accommodation of financial stability 77
Nicholas: When self-acceptance makes others uncomfortable 78
Fred: Using humor to cope 79
Nicholas: Coping with other people coping with you 80
Crisis and self medication 82
Karen 83
Flipper 83
Preston 83
Marc 84
Mary 84
Quest 85
Seymour 85
Lisa 85
Nicholas 85
Larry 86
Luck as privilege 88
Chapter Five: IMPLICATIONS 91
Revisiting revisions 91
Implications for students 92
A letter to my people 92
Implications for teachers 96
Recognizing disability in my own classroom 96
2 + 2 = Diploma 100
Implications for scholars and researchers 103
What I'm supposed to be and what I actually am 103
Ribbons, bows and autoethnographers 107
References 109
APPENDIX A: HS-IRB Approval 113
APPENDIX B: Agreement to Participate in Research 114
APPENDIX C: Interview Guide 115
VH
1
CHAPTER ONE:
INTRODUCTION
Difficulty, understanding, and empathy
"Damn it! I can't believe this doesn't work!"
Slam! My fist hits my desk, and, almost instantly, I am filled with remorse as now
my hand is throbbing. I quickly realize that this is not my desk: it's the property of San
Jose State; I share it with another graduate teaching associate.
"What's wrong Dana?!"
I forget that Melissa, a much more experienced and smarter GTA is in the room
with me. Well, at least it's not her desk.
"This stupid fucking website! I have to access these journal articles for class and
they don't work with my reading software!"
"When is this due?" Melissa says thoughtfully.
"All I want is to be able to do my homework like any other grad student! Shit...
like any other undergrad!" I say this, trying to disguise the defeated tone in my voice as it
slowly morphs into helplessness and swells from my voice box to the top of my head.
My eyes close and the tears roll down my face. I try for a moment to bite my lip and
save face in front of Melissa, but it's no use.
"Maybe I have the articles; I took this class last semester and..."
"No! Even if you have them they won't be in a format I can access. "
Geez, what a downer I am! Poor Melissa is just trying to help. I just don't have
the emotional energy to walk her through all the steps necessary for understanding. I