"Freedom herself is very agile, very co-dependent, and a lovely person": The School Identities of High School Aged Youth with Communication Differences

Andrew B. Bennett



adolescent identities, speech disabilities, high school structures, facilitated communication, alternative and augmentative communication


Three users of Facilitated Communication, between the ages were observed and interviewed (utilizing methods found in Biklen & Bogdan, 2007, along with their parents and speech pathologist, about their lives, in particular their school lives. The study was concerned with the intersection between disability identity, Facilitated Communication / alternative and augmentative communication usage, and adolescent identities with special focus on how this intersection impacts these students at school. Data was collected and coded utilizing theories both from Nancy Lesko's conceptualization of the construction of adolescence (2001) and Martha Sheridan's work on lifeworld identities (2008).The study reveals how inclusion and exclusion in and out of school impact student attitudes toward school in general and academic work specifically, as well as independence / interdependence / co-dependence issues.


adolescent identities; speech disabilities; high school structures; facilitated communication; alternative and augmentative communication

Full Text:


DOI: http://dx.doi.org/10.18061/dsq.v31i4.1719

Copyright (c) 2011 Andrew B. Bennett

Beginning with Volume 36, Issue No. 4 (2016), Disability Studies Quarterly is published under a Creative Commons Attribution-NonCommercial-NoDerivatives license unless otherwise indicated. 

Disability Studies Quarterly is published by The Ohio State University Libraries in partnership with the Society for Disability Studies.

If you encounter problems with the site or have comments to offer, including any access difficulty due to incompatibility with adaptive technology, please contact the web manager, Terri Fizer.

ISSN: 2159-8371 (Online); 1041-5718 (Print)