AUCD Trainee Journal Club

Tuesday, May 12, 2009- Tuesday, May 12, 2009
3:00 PM EST
Location: Teleconference

To help link AUCD trainees, the 2009 Virtual Trainee is hosting a "Journal Club" for trainees to discuss articles of interest to those working in and learning about the field of developmental disabilities, interdisciplinary practice, and leadership.   This project will utilize a free teleconference to get trainees talking!

With support from AUCD, the Virtual Trainee asks all AUCD Training Directors to inform their trainees about this new opportunity and encourage trainee participation.

Article for discussion

pdf Peters S, Reid DK. Resistance and discursive practice: promoting advocacy in teacher undergraduate and graduate programmes. Teaching and Teacher Education. 2009; 25: 551-558. download here

Teleconference information

Dial 1800-820-4690; enter the code 1010173# at the prompt.

Discussion Questions

This article does not utilize person-first language. This is certainly a weakness of the article, but the content of the article provides an interesting background for comparing methods used by academic programs to address diversity and foster advocacy skills. It is for these reasons that this article has been chosen as this month's journal club topic. I hope you will forgive the language and consider your discipline-specific and LEND/UCEDD program curriculum as you read this article.

  1. The article examines courses that focus on disability awareness and advocacy at graduate and undergraduate levels. What courses have you taken as part of your traineeship or individual discipline training that achieve these goals? What effect do cross-listed/interdisciplinary courses have on achieving these goals?
  2. The undergraduate level course described in this article is stated to be a recruitment tool to encourage students to consider the field of disabilities. Have you participated in any "survey" courses like this in your undergraduate or graduate schooling?
    1. Have they been effective in peaking your interest in a new topic?
    2. How effective do you think this strategy would be in recruiting students from diverse backgrounds to the field of developmental disabilities?
    3. What effect would including students with disabilities and diverse backgrounds have on these and similar courses? Have you participated in courses related to disabilities issues with any classmates with a disabilities/diverse backgrounds and what effect has this had for you?
    4. Any experiences using/reading the texts mentioned on page 552? If so, what are your reactions regarding the content and perspective of these texts?
  3. On page 554, the article makes in interesting point about considering the consequences of our actions, ideas and legislation on individuals with disabilities and their families rather than on efficiency of process. To what extent does current legislation or proposed legislation do this (or fail to do this). The article specifically mentions IDEA and No Child Left Behind, but do feel free to consider other legislation.
  4. The article also describes a "disability in action" project from the graduate level course (on page 554). Options include interviewing a person with a disability, critiquing a building or space's accessibility or adapting curriculum to include disabilities awareness. How do you see these projects as promoting advocacy skills in these students? What projects have you completed in your discipline-specific training and/or you LEND/UCEDD program that encouraged advocacy?
  5. The authors synthesize the common themes between the undergraduate and graduate level course on page 555. One component each course emphasizes is critical analysis and self-reflection. How have analysis and reflection helped you foster your advocacy skills during your traineeship?
  6. The model of advocacy proposed on this article is described on page 556. Please read the following quotation from the article. Consider your reaction to this passage (do you agree or disagree), the ways your LEND/UCEDD program fosters these components of advocacy, and the extent to which legislation considers all these components of advocacy.

"Advocacy builds on a foundation of knowledge and self-awareness. Advocacy is directly linked to action, and is constituted through purposeful and critical reflection, often fostered through dialogues with other people and/or texts. Advocacy-in-action is both tactical and strategic; that is, it focuses on the immediate as well as the indirect/ larger issues connected to social justices and equity. Advocates are both instruments of change (noun) and effect change through advocacy(verb)."


Contact Liz Terelle, 2009 Virtual Trainee

Trainees unable to participate in the live teleconference are encouraged to participate by posting comments on the article on the AUCD discussion board at AUCD Trainee Discussion Board.