Abstract
This study relates the transformation of one student’s narrative identity (stories told about the student by himself and others) which took place over four months as he engaged in the pedagogy of multiliteracies while creating a multimodal book with his favorite images of family and school; videos and images of his favorite activities at home and school; an identity chart with adjectives that best described him; strengths; and a transition plan describing what he wanted to do after school that was presented at the individualized education program (IEP) meeting. Grounded theory was used to analyze the data collected through interviews, observations, and video and audio recordings. Data indicates that multiliteracies enabled student agency and offered this student with extensive support needs, who had struggled to access literacy through traditional instruction, an opportunity to change his narrative identity from deficit to competence. The study has implications for using multiliteracies to disrupt ableist notions of disability and promote inclusive settings for students with extensive support needs.
Presenters
Sudha KrishnanAssistant Professor, Special Education, San Jose State University, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
Multiliteracies, Students with Extensive Support Needs, Identity, Inclusion
