As society becomes more technological on a daily basis, we are heavily influenced by the steady influx of information we receive from various types of media. This dissertation will investigate the relationship between our investments with popular media, particularly film, and with teachers’ perceptions of students with disabilities in secondary schools. I will first look at how disability is viewed in society, discussing both the more traditional models that are moral, medical and rehabilitative in nature and the more contemporary social model. I will explore the history of disability in society, schooling, and film and uncover patterns that illustrate the perpetuation of disabled stereotypes. Using the popular film Radio, I will examine how the messages we receive from film about disability may inform teachers’ perceptions of the abilities of and educational outcomes for their students with disabilities. In order for our students with disabilities to feel they are valued members of society, they must receive educational opportunities that are equitable and just. This study will focus on how these texts may be informing our practices as teachers.
","abstract_html":"<p>As society becomes more technological on a daily basis, we are heavily influenced by the steady influx of information we receive from various types of media. This dissertation will investigate the relationship between our investments with popular media, particularly film, and with teachers’ perceptions of students with disabilities in secondary schools. I will first look at how disability is viewed in society, discussing both the more traditional models that are moral, medical and rehabilitative in nature and the more contemporary social model. I will explore the history of disability in society, schooling, and film and uncover patterns that illustrate the perpetuation of disabled stereotypes. Using the popular film <em>Radio</em>, I will examine how the messages we receive from film about disability may inform teachers’ perceptions of the abilities of and educational outcomes for their students with disabilities. In order for our students with disabilities to feel they are valued members of society, they must receive educational opportunities that are equitable and just. This study will focus on how these texts may be informing our practices as teachers.</p>","abstract_has_math":false,"creators":["Campbell, Alicia S"],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["John A. Weaver","Delores D. Liston","Troy V. Sullivan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T02:28:00Z","subjects":["ETD","Disability","Media","Film","Teaching","Special Education","Disability and Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/1161","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["John A. Weaver","Delores D. Liston","Troy V. Sullivan"]},{"key":"dc:creator","label":"Author","values":["Campbell, Alicia S"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-06-27T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Curriculum, Foundations, and Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Curriculum Studies (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Disability","Media","Film","Teaching","Special Education","Disability and Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/1161"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As society becomes more technological on a daily basis, we are heavily influenced by the steady influx of information we receive from various types of media. This dissertation will investigate the relationship between our investments with popular media, particularly film, and with teachers’ perceptions of students with disabilities in secondary schools. I will first look at how disability is viewed in society, discussing both the more traditional models that are moral, medical and rehabilitative in nature and the more contemporary social model. I will explore the history of disability in society, schooling, and film and uncover patterns that illustrate the perpetuation of disabled stereotypes. Using the popular film Radio, I will examine how the messages we receive from film about disability may inform teachers’ perceptions of the abilities of and educational outcomes for their students with disabilities. In order for our students with disabilities to feel they are valued members of society, they must receive educational opportunities that are equitable and just. This study will focus on how these texts may be informing our practices as teachers.
"]},{"key":"dc:title","label":"Title","values":["The Screen Speaks: Disability, Media & Schooling"]}]}],"canonical_facts":{"dc:contributor":["John A. Weaver","Delores D. Liston","Troy V. Sullivan"],"dc:creator":["Campbell, Alicia S"],"dc:date.available":["2014-06-27T07:00:00Z"],"dc:description.abstract":["As society becomes more technological on a daily basis, we are heavily influenced by the steady influx of information we receive from various types of media. This dissertation will investigate the relationship between our investments with popular media, particularly film, and with teachers’ perceptions of students with disabilities in secondary schools. I will first look at how disability is viewed in society, discussing both the more traditional models that are moral, medical and rehabilitative in nature and the more contemporary social model. I will explore the history of disability in society, schooling, and film and uncover patterns that illustrate the perpetuation of disabled stereotypes. Using the popular film Radio, I will examine how the messages we receive from film about disability may inform teachers’ perceptions of the abilities of and educational outcomes for their students with disabilities. In order for our students with disabilities to feel they are valued members of society, they must receive educational opportunities that are equitable and just. This study will focus on how these texts may be informing our practices as teachers.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/1161"],"dc:subject":["ETD","Disability","Media","Film","Teaching","Special Education","Disability and Equity in Education"],"dc:title":["The Screen Speaks: Disability, Media & Schooling"],"thesis:degree_discipline":["Department of Curriculum, Foundations, and Reading"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Curriculum Studies (Ed.D.)"]},"updated_at":"2026-07-24T02:28:00Z"}