• Login
    View Item 
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of UA Campus RepositoryCommunitiesTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournalThis CollectionTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournal

    My Account

    LoginRegister

    About

    AboutUA Faculty PublicationsUA DissertationsUA Master's ThesesUA Honors ThesesUA PressUA YearbooksUA CatalogsUA Libraries

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    No Words (Yet): The Rights of Emerging/ Pre-Verbal Toddlers and Nonverbal Children to Participate in Their Own Care and Learning

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    azu_etd_17324_sip1_m.pdf
    Size:
    1.616Mb
    Format:
    PDF
    Download
    Author
    Lichtsinn, Jennifer Sue
    Issue Date
    2019
    Keywords
    Children with special needs
    Nonverbal Children
    Subtle communication strategies
    Toddler
    Advisor
    Reyes, Iliana
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    How do young children arrive at a sense of their rights? How can they use their emerging abilities as emerging pre-verbal and nonverbal children before they can speak? What are the strategies that a young child uses to participate in letting their opinions known before words? This qualitative study seeks to transform the lives and evoke the agency of these young children by recognizing and encouraging them to have their rights articulated. In this study, I spent time with a toddler, age thirteen to fourteen months, and with a seven-year-old nonverbal, multi-handicapped child. I observed and interviewed the parents of these children and wrote narratives about my experiences in these settings. I sought to describe the various way that these children chose to communicate, express opinions and make decisions being able to talk. I listened carefully for the ‘voiceless voice’ which emerged as these child ‘social actors’ moved toward verbal communication. The agency and voice of toddlers with emerging verbal abilities and clinically diagnosed nonverbal children can be viewed in the context of a child’s right to participate in their own care and learning. Young children and children with disabilities are frequently othered. Othered populations (Lahman, 2008) may be excluded from having valuable contributions to decisions about their lives, their care and learning. Ignoring a child’s right to be involved in their life is a dehumanizing approach which sees young children as somehow less. However, these very populations have been included in and granted rights by the United Nations Convention of the Rights of the Child (1989), ratified by most nations of the world. Children, including infants and those with very limited vocal abilities due to disabling conditions have the right to express their opinions and to make decisions about things in their lives that affect them. This kind of post modernistic approach sees these children as more and points to ways that young children’s emerging communicative attempts can be viewed, valued and utilized to improve their lives and the interactions with their parents, caregivers, and each other (Swadener, Lundy, Habashi, & Blanchet-Cohen, 2013). In seeing the value of the communication that children offer, we can allow children to lead their own care and learning along with their parents and family who can support that journey.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Teaching & Teacher Education
    Degree Grantor
    University of Arizona
    Collections
    Dissertations

    entitlement

     
    The University of Arizona Libraries | 1510 E. University Blvd. | Tucson, AZ 85721-0055
    Tel 520-621-6442 | repository@u.library.arizona.edu
    DSpace software copyright © 2002-2017  DuraSpace
    Quick Guide | Contact Us | Send Feedback
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.