The Construction of Disability in Our Schools

Teacher and Parent Perspectives on the Experience of Labelled Students

Author: Kathryn Underwood

Publisher: Sense Pub

ISBN: 9789087902216

Category: Education

Page: 194

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This book is about the meaning of disability in schools. The experience of children with disabilities in schools has undergone substantial change over the last twenty years (and more) with many children who would have once been living in institutions now going to school alongside their peers. With this monumental shift and the continuing increased participation of people with disabilities, one might wonder what disability means. In the age of institutionalisation disability referred to those people who were not able to actively participate in society. As it turns out, many of the people who were deemed unable to participate were so only because the society in which they lived had kept them from active participation through institutionalisation. In Ontario, Canada, where the author lives and works, many adults with disabilities continue to live in institutions and are also active in their communities. So it is not just the institutions that "disable" people. There are many reasons that people fall into the classification of "disabled" and for some this classification begins in an institution, often in the institution of school. This book explores the different beliefs that teachers and parents hold about disability and the types of barriers that cause disability, and how these beliefs translate into education practice.
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The Palgrave Handbook of Disabled Children’s Childhood Studies

Author: Katherine Runswick-Cole,Tillie Curran,Kirsty Liddiard

Publisher: Springer

ISBN: 1137544465

Category: Social Science

Page: 661

View: 3811

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Disabled children’s lives have often been discussed through medical concepts of disability rather than concepts of childhood. Western understandings of childhood have defined disabled children against child development ‘norms’ and have provided the rationale for segregated or ‘special’ welfare and education provision. In contrast, disabled children’s childhood studies begins with the view that studies of children’s impairment are not studies of their childhoods. Disabled children’s childhood studies demands ethical research practices that position disabled children and young people at the centre of the inquiry outside of the shadow of perceived ‘norms’. The Palgrave Handbook of Disabled Children’s Childhood Studies will be of interest to students and scholars across a range of disciplines, as well as practitioners in health, education, social work and youth work.
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The Irregular School

Exclusion, Schooling and Inclusive Education

Author: Roger Slee

Publisher: Routledge

ISBN: 1136830200

Category: Education

Page: 220

View: 1281

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Should disabled students be in regular classrooms all of the time or some of the time? Is the regular school or the special school or both the solution for educating students with a wide range of differences? Inclusive education has been incorporated in government education policy around the world. Key international organisations such as UNESCO and OECD declare their commitment to Education for All and the principles and practice of inclusive education. There is no doubt that despite this respectability inclusive education is hotly contested and generates intense debate amongst teachers, parents, researchers and policy-makers. People continue to argue over the nature and extent of inclusion. The Irregular School explores the foundations of the current controversies and argues that continuing to think in terms of the regular school or the special school obstructs progress towards inclusive education. The book contends that we need to build a better understanding of exclusion, of the foundations of the division between special and regular education, and of school reform as a precondition for more inclusive schooling in the future. Schooling ought to be an apprenticeship in democracy and inclusion is a prerequisite of a democratic education. The Irregular School builds on existing research and literature to argue for a comprehensive understanding of exclusion, a more innovative and aggressive conception of inclusive education and a genuine commitment to school reform that steps aside from the troubled and troubling notions of regular schools and special schools. It will be of interest to all those working and researching in the field of inclusive education.
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Early Years Education and Care in Canada

A Historical and Philosophical Overview

Author: Susan Jagger

Publisher: Canadian Scholars’ Press

ISBN: 1773381245

Category: Education

Page: 318

View: 7192

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This ground-breaking collected volume features multiple voices from the field that, together, offer an extensive and balanced examination of the contemporary, historical, and philosophical influences that shape early childhood education and care in Canada today. Showcasing uniquely Canadian narratives, perspectives, and histories, the text provides a superb foundation in the key topics and approaches of the field, including Indigenous ways of knowing, holistic education, play, the nature of childhood, developmental approaches, and the impact of educational philosophers and theorists such as Rousseau and Dewey. The authors discuss current and reimagined themes such as children’s rights, diversity and inclusion, multimodality, ecology, and Indigenous education in the context of the Truth and Reconciliation Commission. Featuring chapters by academics from across Canada that explore the field’s history and future, as well as guiding questions to support reader engagement, Early Years Education and Care in Canada is a fundamental resource for students, academics, practitioners, and policymakers in early childhood education and care.
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Routledge Handbook of Disability Studies

Author: Nick Watson,Simo Vehmas

Publisher: Routledge

ISBN: 0429774095

Category: Social Science

Page: 544

View: 8944

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This fully revised and expanded second edition of the Routledge Handbook of Disability Studies takes a multidisciplinary approach to disability and provides an authoritative and up-to-date overview of the main issues in the field around the world today. Adopting an international perspective and arranged thematically, it surveys the state of the discipline, examining emerging and cutting-edge areas as well as core areas of contention. Divided in five parts, this comprehensive handbook covers: Different models and approaches to disability. How key impairment groups have engaged with disability studies and the writings within the discipline. Policy and legislation responses to disability studies and to disability activism. Disability studies and its interaction with other disciplines, such as history, philosophy, sport, and science and technology studies. Disability studies and different life experiences, examining how disability and disability studies intersects with ethnicity, sexuality, gender, childhood and ageing. Containing 15 revised chapters and 12 new chapters from an international selection of leading scholars, this authoritative handbook is an invaluable reference for all academics, researchers, and more advanced students in disability studies and associated disciplines such as sociology, health studies and social work.
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New Voices from Iceland

Disability and Young Adulthood

Author: Dóra S. Bjarnason

Publisher: Nova Publishers

ISBN: 9781594541049

Category: Social Science

Page: 326

View: 4517

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This book presents a study of the perspectives and experiences of 36 disabled young adults, some of their parents, teachers and friends, on coming of age as a disabled person in Iceland. The young people of the study belong to the first generation of disabled children and youth to grow up with normalisation and inclusion in school and society as the law of the land. The aim is to describe, explore and interpret the social construction of disabled adulthood within culture and society, and to describe how inclusive and exclusionary processes within families, school and society, impact young disabled persons' claims to adulthood. The study is located within disability studies, and within a social constructivist, interpretative framework, involving interviews and document analysis. This volume focuses on the emergence of young disabled adulthood and on how families, general or segregated special education and special or generic support systems and relationships impact that process. The lesson learned form this book apply to the disabled everywhere.
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Inclusive Education in Low-Income Countries

A resource book for teacher educators, parent trainers and community development

Author: McConkey, Roy

Publisher: Disability Innovations Africa

ISBN: 098702034X

Category: Education

Page: 142

View: 1771

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The history of people with disabilities has been dominated by their isolation and exclusion. The long fight towards inclusion - and inclusive education in particular - started not many years ago. Most were powerless to control their own destiny. Their participation in society has been the object of others actions. In many countries their disability policies have a substantial element of protection and charity but not the right to equalisation of opportunities. This book highlights the process of change that is underway internationally. The equalisation of opportunities requires new processes through which the various systems of society such as health services and education are delivered. It means the right for people with disabilities to remain in their communities and to receive the schooling and social supports they need within the ordinary structures available in local communities. Strong advocacy is needed for this to happen. In particular parents need to be empowered, communities mobilised and professionals trained in new ways of working: hence this book. Drawing on experiences in Africa, the book describes the issues to be considered when it comes to implementing inclusive strategies: the processes to be followed and the roles of different sectors, such as people with disabilities, parents, policy makers, educationalists, health and community development professionals and crucially, society at large.
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Inclusive Pre-K & Kindergarten:

Embracing Student Differences

Author: Paula Kluth,Jaclyn Beljung

Publisher: National Professional Resources Inc./Dude Publishing

ISBN: 1935609904

Category: Education

Page: 6

View: 3123

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Preschool and kindergarten classrooms are unique settings that differ from the elementary and high school classrooms students experience at a later age. They are designed to help children learn about learning. In pre-K and kindergarten classrooms, playing, moving, and creating are all integral parts of daily lessons. Teachers are charged with designing learning experiences that keep young students engaged, allow choice and freedom, and connect learners to one another. Meeting the needs of diverse students in today's early childhood classrooms requires careful and targeted differentiation of curriculum, instruction, learning objectives, and environment. This six-page laminated guide by Paula Kluth and Jaclyn Beljung provides recommendations for creating careful designed and thoughtfully orchestrated inclusive classroom environments for children in pre-K and kindergarten. It includes a variety of ideas and strategies for >Setting up the classroom >Designing instruction for students with different needs >Creating positive behavioral supports >Making learning active >Establishing productive collaborative relationships with families and colleagues
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