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Conference Presentations by Ellen Hotchkiss

This is the powerpoint that accompanies the paper of the same name. Presented at the CMLC in Sava... more This is the powerpoint that accompanies the paper of the same name. Presented at the CMLC in Savannah, Ga 2-25-17.

Disability has been an area often overlooked in popular cultural media especially as a main focus... more Disability has been an area often overlooked in popular cultural media especially as a main focus of a television show. The few television shows that have made it to mainstream media have the advantage of starting to build connections with audience and society. This allows a deeper understanding of stereotypes and boundary transgressions when it comes to the diverse population of people with disabilities. Exploring these relationships through the new ABC “Speechless” gives several new perspectives to explore relating to disability, identity and family. Disability studies looks from both an outsider and insider perspective on how we view what is “normal” or “fully human.” Using popular media to expand the conversation, and give insight to what it is like to “be” in relationship with a person with disabilities or to “be” that person, we have the ability to enter into more complicated conversation about decency, respect, advocacy and allowing the “Speechless” to have a voice. This paper and presentation were shared at Critical Media Literacy Conference in Savannah, Ga, Febuary 25, 2017.

Papers by Ellen Hotchkiss

In my current classroom labeled Severe intellectual disability/Profound intellectual disability (... more In my current classroom labeled Severe intellectual disability/Profound intellectual disability (SID/PID), I had to be in the moment. Did I want my students to practice skills of matching or identifying? Sure. That was the surface lesson/objective. The greater skill for my students was not matching pictures to words, but being able to sit with a caregiver and to interact without distracting or aggressive behaviors, to participate in something that the students enjoyed, to extend physical, emotional, and communication skills that would in the long run, give my students a sense of agency in being able to express a choice, a preference, a skill. Interaction and relationships that would improve the quality of their own life along with the community that would continually be caring for them for the rest of their lives. This was not the world of preparing graduates for the workforce. To become worker bees in a capitalistic society. By society's standards, my students would never achieve that. And to some people that was reason enough to consider their presence at best quizzical, at worst a waste of taxpayer funds. Many would consider, especially looking from the outside, my current position, little better than babysitting students. These students who according to IQ tests, would place them on age equivalent between 2-4 years old. Though many would consider those same IQ tests questionable given knowledge of their history and purposes, in a world of numbers and boxes, it helps others make sense, sort and categorize my students. Creating a quality of life, giving chances of choice, self-advocacy, and agency using whatever means necessary of knowledge, skills, communication, technology, and dialogue is now what I consider a useful, purposeful education. Learning to slow down, to allow them time to respond and communicate in

In this dissertation inquiry, I explore the counternarratives of adults with disabilities relatin... more In this dissertation inquiry, I explore the counternarratives of adults with disabilities relating to their identities and how their identities intersect and change with regards to technology and assistive technology. Theoretically building upon critical disability studies (Goodley, 2017; Davis, 2013, 2017; Erevelles, 2011) and posthumanism (Haraway, 1985/2016; Snaza & Weaver, 2015; Weaver, 2010) and methodologically drawing upon counternarrative or counterstories (Bamberg & Andrews, 2004; Carmona & Luschen, 2014; Delgado, 1989; Glenn, 2012; He & Phillion, 2008; He & Ross, 2012; Sandoval & Davis, 2008; Smith, 2006; Solazano & Yosso, 2002; Tuck, 2009), I explore the stories of seven participants with shifting and intersecting identities and disabilities. I also explore the possibilities for individuals, schools, and society to push towards action, advocacy, and social justice to remove societal barriers that envelope disability as a group identity in the furtherance of independence a...

Relationships define us. As humans, how we see ourselves often is reflected in the relationships ... more Relationships define us. As humans, how we see ourselves often is reflected in the relationships we have in our family, work or school environments and other social settings. Society defines gender, class, race and ableism roles of what is "normal" as part of self-concept in growth and maturation from childhood to adulthood. Depictions in our narratives rely on unspoken, agreed-upon stereotypes and "norms." These depictions can take the form of novels, biographies, or visual media of movies, TVs and documentaries. We rely on stereotypes or archetypes to give us a short hand into how to relate to characters in a narrative. Sitcoms, or situational comedies, in particular, use this shorthand to quickly connect to viewership tell their stories in a humorous way, often amplifying characteristics for the sake of the joke or plot-movement. Disability Depiction in the Media/TV/Movies In an informal poll of friends of mine, some educators, some not, through social media of Facebook and Instagram, I asked what different shows and movies are thought of that depict disability. What was generated was a long list that could build into richer research and analysis in a variety of ways in the future. (see Appendix B) Some commonalities I noticed included the fact that movies were often personality driven, if the disabled character was the main character: a deep look at their life. On the small screen more often than not, the character with a disability, most often an obvious physical disability, fits into the role of "sidekick." In examples of media depictions of lead characters, we often get the tragic or inspirational characterization; where disability often subsumes any fullfaceted personality of the character. Many of the narratives in movies focus in on the onecharacter storyline and can fall into that trap of stereotypic portrayal easily.

This is the powerpoint that accompanies the paper of the same name. Presented at the CMLC in Sava... more This is the powerpoint that accompanies the paper of the same name. Presented at the CMLC in Savannah, Ga 2-25-17.

Disability has been an area often overlooked in popular cultural media especially as a main focus... more Disability has been an area often overlooked in popular cultural media especially as a main focus of a television show. The few television shows that have made it to mainstream media have the advantage of starting to build connections with audience and society. This allows a deeper understanding of stereotypes and boundary transgressions when it comes to the diverse population of people with disabilities. Exploring these relationships through the new ABC “Speechless” gives several new perspectives to explore relating to disability, identity and family. Disability studies looks from both an outsider and insider perspective on how we view what is “normal” or “fully human.” Using popular media to expand the conversation, and give insight to what it is like to “be” in relationship with a person with disabilities or to “be” that person, we have the ability to enter into more complicated conversation about decency, respect, advocacy and allowing the “Speechless” to have a voice. This paper and presentation were shared at Critical Media Literacy Conference in Savannah, Ga, Febuary 25, 2017.

In my current classroom labeled Severe intellectual disability/Profound intellectual disability (... more In my current classroom labeled Severe intellectual disability/Profound intellectual disability (SID/PID), I had to be in the moment. Did I want my students to practice skills of matching or identifying? Sure. That was the surface lesson/objective. The greater skill for my students was not matching pictures to words, but being able to sit with a caregiver and to interact without distracting or aggressive behaviors, to participate in something that the students enjoyed, to extend physical, emotional, and communication skills that would in the long run, give my students a sense of agency in being able to express a choice, a preference, a skill. Interaction and relationships that would improve the quality of their own life along with the community that would continually be caring for them for the rest of their lives. This was not the world of preparing graduates for the workforce. To become worker bees in a capitalistic society. By society's standards, my students would never achieve that. And to some people that was reason enough to consider their presence at best quizzical, at worst a waste of taxpayer funds. Many would consider, especially looking from the outside, my current position, little better than babysitting students. These students who according to IQ tests, would place them on age equivalent between 2-4 years old. Though many would consider those same IQ tests questionable given knowledge of their history and purposes, in a world of numbers and boxes, it helps others make sense, sort and categorize my students. Creating a quality of life, giving chances of choice, self-advocacy, and agency using whatever means necessary of knowledge, skills, communication, technology, and dialogue is now what I consider a useful, purposeful education. Learning to slow down, to allow them time to respond and communicate in

In this dissertation inquiry, I explore the counternarratives of adults with disabilities relatin... more In this dissertation inquiry, I explore the counternarratives of adults with disabilities relating to their identities and how their identities intersect and change with regards to technology and assistive technology. Theoretically building upon critical disability studies (Goodley, 2017; Davis, 2013, 2017; Erevelles, 2011) and posthumanism (Haraway, 1985/2016; Snaza & Weaver, 2015; Weaver, 2010) and methodologically drawing upon counternarrative or counterstories (Bamberg & Andrews, 2004; Carmona & Luschen, 2014; Delgado, 1989; Glenn, 2012; He & Phillion, 2008; He & Ross, 2012; Sandoval & Davis, 2008; Smith, 2006; Solazano & Yosso, 2002; Tuck, 2009), I explore the stories of seven participants with shifting and intersecting identities and disabilities. I also explore the possibilities for individuals, schools, and society to push towards action, advocacy, and social justice to remove societal barriers that envelope disability as a group identity in the furtherance of independence a...

Relationships define us. As humans, how we see ourselves often is reflected in the relationships ... more Relationships define us. As humans, how we see ourselves often is reflected in the relationships we have in our family, work or school environments and other social settings. Society defines gender, class, race and ableism roles of what is "normal" as part of self-concept in growth and maturation from childhood to adulthood. Depictions in our narratives rely on unspoken, agreed-upon stereotypes and "norms." These depictions can take the form of novels, biographies, or visual media of movies, TVs and documentaries. We rely on stereotypes or archetypes to give us a short hand into how to relate to characters in a narrative. Sitcoms, or situational comedies, in particular, use this shorthand to quickly connect to viewership tell their stories in a humorous way, often amplifying characteristics for the sake of the joke or plot-movement. Disability Depiction in the Media/TV/Movies In an informal poll of friends of mine, some educators, some not, through social media of Facebook and Instagram, I asked what different shows and movies are thought of that depict disability. What was generated was a long list that could build into richer research and analysis in a variety of ways in the future. (see Appendix B) Some commonalities I noticed included the fact that movies were often personality driven, if the disabled character was the main character: a deep look at their life. On the small screen more often than not, the character with a disability, most often an obvious physical disability, fits into the role of "sidekick." In examples of media depictions of lead characters, we often get the tragic or inspirational characterization; where disability often subsumes any fullfaceted personality of the character. Many of the narratives in movies focus in on the onecharacter storyline and can fall into that trap of stereotypic portrayal easily.