Scholarship & Research
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Item Bodies, public land, and belonging: the story of disability in Yellowstone National Park(Montana State University - Bozeman, College of Letters & Science, 2022) Ashley, Guadalupe Rose; Chairperson, Graduate Committee: Catherine Dunlop and Mark Fiege (co-chair)Even though disabled individuals constitute 26% of the United States' population, the reality and recognition of disability is mostly absent from dominant historical narratives, especially narratives about national parks. I seek to remedy this problem in this Master's thesis by retelling the story of Yellowstone National Park from a disability perspective. Broadly, I argue that able-bodied narratives of wilderness ruled and have continued to rule Park policy, often resulting in the exclusion of disabled individuals from these spaces. Yet, over the course of Yellowstone's 150-year existence, the Park began to slowly consider and integrate more holistic interpretations of disability and disability access. My thesis begins by considering the early years of the Park, the 1860s and 1870s. I argue that four of the 'founding fathers' of Yellowstone were disabled themselves but distracted others from their disability by highlighting ableist narratives of wilderness. My second chapter picks up this theme and considers how these narratives impacted the debate between access and preservation in the 1960s and 1970s. I conclude that even though there were more instances of disability access present, nineteenth-century ideals of wilderness (preservation) controlled Yellowstone policy, making it difficult for disabled individuals to fully experience the Park. My third and final chapter highlights the late 1980s and 1990s to examine how an increase in federal accessibility legislation impacted Yellowstone. Although the Park initially continued to ground itself in exclusive management policies that valued an untouched wilderness - particularly as it pertained to the backcountry - after the 1990 Americans with Disabilities Act, the Park began to integrate a more holistic interpretation of access that allowed disabled individuals to fully experience Yellowstone's backcountry. Despite these much-needed strides towards more equitable policies and inclusion, the Park still fell short of incorporating true access in all spaces, an aspect that I consider in my conclusion.Item Guidelines for the development of a cooperative vocational education program at Hellgate High School for the disadvantaged distributive education student(Montana State University - Bozeman, College of Professional Schools, 1974) Hart, Bradley L.; Chairperson, Graduate Committee: Norman L. Millikin"Some students do not succeed in the regular programs offered in the high school. Their performance is inadequate because they lack the basic scholastic skills and their attitude toward educational involvement is poor. The student is "turned off", dislikes school, and is on his way to becoming a school dropout. A regular vocational education program may meet the needs of some disadvantaged students but, for many, the lack of success over too long a time has insured their lack of responsiveness to most conventional vocational programs." (16:1) Through a study of the literature at the Montana State University Library and literature collected from State Departments of Public Instruction across the United States, the writer will pursue the problem areas of: (a) definitions of disadvantaged and special needs, (b) characteristics of disadvantaged, (c) determining student eligibility, (d) local planning and organization, (e) faculty, (f) curriculum, (g) counseling, (h) facilities and equipment, and (i) program evaluation, to help develop a philosophy at Hellgate whereby students are afforded the opportunity for success in careers that they may pursue.Item Issues facing students with disabilities at Montana State University(Montana State University - Bozeman, 1990) Trujillo, Susanna Yolanda; Chairperson, Graduate Committee: Karen C. JacobsonItem Perceptions concerning physically disabled students at Montana State University(Montana State University - Bozeman, 1990) Currie, Ronald Lee; Chairperson, Graduate Committee: Douglas PoletteItem A study to determine how nurses and teachers perceive and accept persons with visible and hidden physical defects(Montana State University - Bozeman, College of Professional Schools, 1970) Johnson, Hulda ElviraItem A determination of special education students receiving full benefit of the least restrictive environment clause of P.L. 94-142 in Wyoming secondary industrial education programs(Montana State University - Bozeman, 1986) Eggleston, Kenneth Wayne; Chairperson, Graduate Committee: Kenneth L. BruwelheideItem A study to determine the extent to which secondary industrial and vocational education teachers in Montana are implementing the least restrictive environment component of Public Law 94-142, the Education for all handicapped children act of 1975(Montana State University - Bozeman, 1983) Harrington, Donald EdwardItem A descriptive study of the health care needs of neurologically impaired children and family care providers residing in central and western Montana(Montana State University - Bozeman, College of Nursing, 1990) Gaughan, Darlene R. S.Item The reexperience of grief in parents of disabled children(Montana State University - Bozeman, College of Nursing, 1980) Fraley, Ardella M.Item The effects of supervisor training and integration of severely disabled workers on attitudes toward disabled persons and morale of public school employees(Montana State University - Bozeman, College of Education, Health & Human Development, 1989) White, Stephen Henry