The impact of media representation of disabilities on teachers' perceptions

Samsel, Maria; Perepa, Prithvi

doi:10.1111/1467-9604.12036

Cited by 23 publications

(30 citation statements)

References 19 publications

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“…A variety of studies have been conducted on the effect of visual and auditory media on the perceptions of individuals/societies (Budak, 1986;Couldry, 2000;Gerbner, 1974;Güçhan, 1993;Kaşkaya et al, 2011;Kontaş, 2016;Samsel & Perepa, 2013;Sivas, 2012;Şahin, 2011;Şentürk, 2009). In a study, Lin (2002), states that films are effective in ensuring the development of students' attitudes and motivations as well as in making learning permanent.…”

Section: Discussionmentioning

confidence: 99%

Examination of Educational Films Suggested by MEB to Teachers from the Perspective of Measurement and Evaluation

Kezer

Çetiner

2019

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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Seeking new approaches on in-service trainings, The Ministry of National Education has recently developed a number of vocational training programs in order to increase teachers' pedagogical formation skills. The films with educational content covered by this study have been suggested to teachers in those programs. Through these films, teachers are expected to gain new perspectives in a pedagogical sense and to recall existing ones. The relationship between the film outputs and the social behavior is a matter of curiosity. This study intended to examine the films proposed by the Ministry of National Education for teachers within the scope of the 'vocational study program' in terms of the elements of measurement and evaluation and the sub-texts they contain. Research was conducted in qualitative research design. Document analysis used in the research, The study evaluates the educational content of the films that were suggested to the teachers within the scope of September 2017 Professional Study Program which was created to increase the knowledge and skills of teachers and administrators working in pre-school, primary and secondary education institutions by the General Directorate of Teacher Training and Development of Ministry of National Education. In collecting data, a Film Evaluation Form which was developed by the researchers under 26 themes was used. Given that the films recommended by MoNE to teachers have already been watched by the majority of teachers, it is inevitable for teachers to be affected from the scenes, content and sub-texts in the educational content consciously/unconsciously and to acquire new patterns of behavior. Another important point, however, is that these well-known and popularized film are also watched by parents. They affect not only the teachers, but also behaviors of the students and parents. The result of the research, points to the fact that these films, which are proposed to teachers as part of in-service training, can lead to the acquisition of negative behaviors in view of measurement and evaluation and that they have implicit messages that can create negative perception.

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Section: Discussionmentioning

confidence: 99%

Examination of Educational Films Suggested by MEB to Teachers from the Perspective of Measurement and Evaluation

Kezer

Çetiner

2019

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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“…The way media (television and film) portrays disabilities has been found to influence perceptions and understandings of disability (Samsel and Perepa 2013). The use of film to depict employed disabled persons (in the cited research the film featured a police officer with paraplegia) has been successful in increasing nondisabled participants' ratings of eligibility and employment rates of disabled persons (Reinhardt, Pennycott, and Fellinghauer 2014).…”

Section: Discussionmentioning

confidence: 99%

“…This article suggests an interrupter (Williams 2014) technique that is more in line with advertising (Reinhardt, Pennycott, and Fellinghauer 2014;Samsel and Perepa 2013;Donovan and Leivers 1993): such an approach uses media to perhaps more subtly overwrite mental models that may be held by the general population, thereby enriching and expanding what we hold to be prototypical members or employees of the library staff. In doing so we can make the invisible debilities of these models-"invisible" because they are unacknowledged-into visible abilities of underrepresented groups now visualized as a range of possible employees successfully fulfilling a range of positions in our country's libraries.…”

Section: Discussionmentioning

confidence: 99%

Invisible Debility: Attitudes toward the Underrepresented in Library Workplaces

Brown

2015

Public Library Quarterly

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“…This finding illustrates the important role of the media in expanding public awareness of disabilities. Samsel and Perepa (2013) validated the impact of TV programs on the public's awareness of disabilities. However, E. Choi (2009) expressed caution regarding the various methods of transferring information through media.…”

Section: Implications For Educational Policy and Practicementioning

confidence: 92%

A National Online Survey of South Korean High School Students’ Understanding of Learning Disabilities

Lee

Shin

2018

Learning Disability Quarterly

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Social consensus has changed the concept of disability in recent decades. For example, in 2001, the World Health Organization (WHO) revised the definition of and terms related to disabilities in the International Classification of Functioning, Disability, and Health (ICF), which is a classification system for health and disabilities. Because health and disability occur in specific contexts, ICF emphasized environmental factors such as "the physical, social and attitudinal environment in which people live and conduct their lives. These are either barriers to or facilitators of the person's functioning" (WHO, 2001, pp. 212-213). Furthermore, in 2007, WHO published a version of ICF for children and adolescents derived from the original classification (WHO, 2001), again emphasizing the influence of the surrounding environment. Finally, more recently, WHO released a practical manual for using the ICF in clinical and health-related educational fields (WHO, 2013); the disability categories included learning disabilities (LD) under the "cluster of functional problems without identification of an underlying health condition" (WHO, 2013, p. 27). LD have been defined and referred to in various ways in different times and regions. Initially, several clinical and medical terms such as "minimal brain dysfunction/ injury, psychoneurological learning disorders, dyslexia, or perceptual handicap" (Hammill, Leigh, McNutt, & Larsen, 1981, p. 336) were widely used. However, after Samuel Kirk (1962) coined the term learning disabilities in the 1960s, these earlier terms were replaced by "LD" in the field of special education. Thus, in the United States (Individuals with Disabilities Education Improvement Act, 2004), Australia (Disability Discrimination Act, 1992), and the Republic of Korea (South Korea; Special Education Act for Individuals with Disabilities and Others [SEAIDO], 2008), the term LD replaced these initial terms, whereas in the United Kingdom the term "learning difficulties" was used to refer to conditions such as dyslexia, dyscalculia, and dyspraxia (Education Act, 2002). LD: A Relatively New Disability Category Min (1963) first used the term LD in South Korea in the 1960s. At first, the meaning of LD was limited to referring to students with learning difficulties who had problems studying due individual, family, and/or environmental factors. The definition of LD was first included in South Korean special education law in 1994 with a major revision of the Special Education Promotion Act (SEPA; 1994), and students identified as having LD were able to receive special education services at school.

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The impact of media representation of disabilities on teachers' perceptions

Cited by 23 publications

References 19 publications

Examination of Educational Films Suggested by MEB to Teachers from the Perspective of Measurement and Evaluation

Examination of Educational Films Suggested by MEB to Teachers from the Perspective of Measurement and Evaluation

Invisible Debility: Attitudes toward the Underrepresented in Library Workplaces

A National Online Survey of South Korean High School Students’ Understanding of Learning Disabilities

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