Corcoran / White / Whitburn Disability Studies

Educating for Inclusion
1. Auflage 2015
ISBN: 978-94-6300-199-1
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 275 Seiten

Reihe: Innovations and Controversies: Interrogating Educational Change

Education systems worldwide will only successfully serve the needs of people with disability when we inclusively examine and address disabling issues that currently exist at school level education as well as further and higher education and beyond. The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education. The chapters address a range of important topics related to the field of critical disability studies in education and include sections dedicated to Schools, Higher Education, Family and Community and Theorising. The contributors entered into discussions during the 2014 AERA Special Interest Group annual meeting hosted by Victoria University in Australia. The perspectives offered here include academic, practitioner, student and parent with contributions from Australia, New Zealand, Nigeria, the UK and the US, providing transnational interest. This book will appeal to readers who are interested in innovative theoretical approaches, practical applications and personal narratives. The book is accessible for scholars and students in disciplines including education, sociology, psychology, social work, youth studies, as well as public and allied health. The Introduction by Professor Roger Slee (The Victoria Institute, Victoria University, Australia) and Afterword by Professor David Connor (City University of New York) provide insightful and important commentary. Cover photograph by Paul Dunn and design by Hendrik Jacobs.

Autoren/Hrsg.

Corcoran, Tim

White, Julie

Whitburn, Ben

Inhaltsverzeichnis

1;TABLE OF CONTENTS;6
2;INTRODUCTION:Disability Studies in Education as an Applied Project;8
3;PART 1:EDUCATION – SCHOOLS;10
3.1;1. NOT JUST FOR THE FUN OF IT: Children’s Constructions of Disability and Inclusive Playthrough Spatiality in a Playspace;11
3.1.1;INTRODUCTION;11
3.1.2;SOCIAL MODEL OF DISABILITY;12
3.1.2.1;Inclusion of Children in Play Contexts;13
3.1.2.2;Research with Children;16
3.1.3;RESEARCH METHODS;16
3.1.4;RESULTS AND DISCUSSION;19
3.1.4.1;Spatial Signifiers in a Playspace;21
3.1.4.2;A Liberty Swing as a Spatial Signifier of Difference;21
3.1.5;SUMMARY AND CONCLUSIONS;25
3.1.6;ACKNOWLEDGEMENTS;27
3.1.7;REFERENCES;27
3.2;2. TEACHERS’ AIDES’ PERCEPTIONS OF THEIR TRAINING NEEDS IN RELATION TO THEIR ROLESIN STATE SECONDARY SCHOOLS IN VICTORIA;30
3.2.1;INTRODUCTION;30
3.2.2;BACKGROUND;30
3.2.2.1;Work Related Items;31
3.2.2.2;Student Related Tasks;32
3.2.2.3;Training;32
3.2.3;RESEARCH DESIGN;33
3.2.3.1;Data Generation;34
3.2.4;RESULTS;35
3.2.4.1;Work Related Items;35
3.2.4.2;Student Related Tasks;37
3.2.4.3;Training and Professional Learning;41
3.2.5;DISCUSSION;42
3.2.5.1;Work Related Items;42
3.2.5.2;Student Related Tasks;42
3.2.5.3;Training;43
3.2.6;LIMITATIONS;45
3.2.7;CONCLUSION;45
3.2.8;REFERENCES;46
3.3;3. CELEBRATING THE VOICES OF STUDENTS WITH HEARING IMPAIRMENTS IN NEW ZEALANDSECONDARY SCHOOLS;49
3.3.1;INTRODUCTION;49
3.3.2;LEGISLATION AND POLICY CONTEXT;50
3.3.3;NEO-LIBERALISM AND NEW ZEALAND EDUCATION;51
3.3.4;METHODOLOGY;52
3.3.5;KELLY AND CODY’S EDUCATIONAL EXPERIENCES;54
3.3.5.1;Classroom Experiences;54
3.3.5.2;Teacher Aides;55
3.3.5.3;Social Experiences;57
3.3.6;CONCLUSION;58
3.3.7;REFERENCES;59
3.4;4. INCLUSIVE EDUCATION IN BANGLADESH: Stumbling Blocks on the Path from Policy to Practice;63
3.4.1;INTRODUCTION;63
3.4.2;METHODOLOGY;65
3.4.2.1;Participants;65
3.4.2.2;Data Collection Procedure;66
3.4.2.3;Setting the Scene for GIs;66
3.4.2.4;GI Protocol;67
3.4.2.5;Data Transcription and Translation;67
3.4.2.6;Data Analysis;67
3.4.3;FINDINGS;68
3.4.3.1;Teachers’ Views towards Inclusion;68
3.4.3.2;IE as Responsibility;68
3.4.3.3;IE as Unrealistic;69
3.4.3.4;Not Fully Confident to Implement IE;69
3.4.3.5;Background Factors;70
3.4.3.6;Cooperation from Major Stakeholders;70
3.4.3.7;Training in IE;72
3.4.4;DISCUSSION;73
3.4.5;NOTES;76
3.4.6;REFERENCES;77
3.5;5. THE PRIVILEGING OF ‘PLACE’ WITHIN SOUTH AUSTRALIA’S EDUCATION WORKS:A Spatial Study;80
3.5.1;INTRODUCTION;80
3.5.1.1;Inclusion and Place;82
3.5.1.2;South Australia’s Education Works Reform;84
3.5.2;EYRE CENTRE;84
3.5.2.1;Secondspace;85
3.5.2.2;Bentham’s Panopticon;86
3.5.2.3;Difference and Disability;87
3.5.2.4;Surveillance and the Surveilled;88
3.5.2.5;Thirdspace;89
3.5.2.6;The Margins;90
3.5.3;OPENINGS AND CONCLUSIONS;91
3.5.4;REFERENCES;91
3.6;6. CHOOSING TIME:Supporting the Play of Students with a Dis/ability;93
3.6.1;INTRODUCTION;93
3.6.2;ACQUIRING PLAY SKILLS;96
3.6.2.1;Disability Studies;97
3.6.3;FACILITATING AND SUPPORTING ACCESS TO PLAY IN THE CLASSROOM;100
3.6.3.1;Planning;101
3.6.3.2;Listening;102
3.6.3.3;Teaching Approaches;103
3.6.4;CONCLUSION;104
3.6.5;REFERENCES;105
4;PART 2:EDUCATION – HIGHER EDUCATION;107
4.1;7. INCLUSIVE EDUCATION FOR THE DISABLED:A Study of Blind Students in Nnami Azikiwe University, Awka, Nigeria;108
4.1.1;INTRODUCTION;108
4.1.1.1;Objectives of the Study;111
4.1.1.2;Theoretical Orientation;111
4.1.1.3;Methodology;112
4.1.2;FINDINGS;113
4.1.2.1;People’s Perception of Inclusive Education;113
4.1.2.2;People’s Attitude towards Blind Students;113
4.1.2.3;Blind Students’ Perception of Inclusive Education;115
4.1.2.4;Study Rationale;115
4.1.2.5;Provisions by the School to Meet the Needs of Blind Students;115
4.1.2.6;The Challenges Faced of in Teaching Blind Students in Nnamdi AzikiweUniversity, Awka;117
4.1.2.7;The Blind Students’ Coping Strategies;117
4.1.2.8;Ways of Reducing the Problems of Blind Students in Nnamdi AzikiweUniversity, Awka;117
4.1.3;CONCLUSION;118
4.1.4;REFERENCES;119
4.2;8. MANAGING THE BARRIERS IN DIVERSITY EDUCATION THAT WE CREATE:An Examination of the Production of University Courses about Diversity;120
4.2.1;INTRODUCTION;120
4.2.1.1;Possible Educators, Possible Stories: Poststructural Theory and Diversity;122
4.2.1.2;The Discourse That Is Available for Take-up: Legitimation Codes;124
4.2.1.3;Method: Discourse Theory;124
4.2.1.4;What the Data Revealed: The Discourse That Is Out There to be Taken up;126
4.2.1.5;Institutional Membership;126
4.2.1.6;Parent Membership;130
4.2.1.7;Practicing Teacher Membership;131
4.2.1.8;Clicks of Recognition: How Do We Interpret What Is Out There to Know and Do?;134
4.2.1.9;Theme One: Power Imbalances;134
4.2.1.10;Theme Two: Language and Expectations;135
4.2.1.11;Theme Three: Issue of Rights as a Means to Redirect Efforts and Create NewPossibilities;135
4.2.1.12;Conclusion: Code Shifting;137
4.2.2;REFERENCES;138
4.3;9. ‘WE PUT IN A FEW RAMPS IN HERE AND THERE, THAT’S ABOUT IT’:The Need to Ramp Our Minds in Academia;140
4.3.1;INTRODUCTION;140
4.3.2;THE UNIVERSITY CONTEXT: CRITIC AND CONSCIENCE OF SOCIETYAND/OR BASTION OF PRIVILEGE AND POWER?;141
4.3.3;THE STUDY;143
4.3.4;THE STUDY FINDINGS;145
4.3.5;BEYOND JUST A FEW RAMPS…;152
4.3.6;REFERENCES;155
5;PART 3:FAMILY & COMMUNITY;157
5.1;10. A MOTHER CAUGHT IN TWO WORLDS: An Autoethnographic Account of a Mother’s Mindset and PerceptionWhen Teaching Her Son with Asperger’s Syndrome to Drive;158
5.1.1;INTRODUCTION;158
5.1.2;LABELING;159
5.1.3;UNDERSTANDING;161
5.1.4;ACCEPTANCE;163
5.1.5;LETTING GO;164
5.1.6;CONCLUSION;165
5.1.7;REFERENCES;166
5.2;11. TECHNOLOGY USE AND TEENAGERSDIAGNOSED WITH HIGH-FUNCTIONING AUTISM: In and across Differentiated Spaces;168
5.2.1;INTRODUCTION;168
5.2.2;AUTISM AND TECHNOLOGY;168
5.2.3;THE LAB;169
5.2.4;THE CHILD AND THE CYBORG;170
5.2.5;DIFFERENTIATED SPACES;173
5.2.5.1;Physical Space;173
5.2.5.2;Online Space;175
5.2.5.3;Psychosocial Space;177
5.2.6;CONCLUSION;178
5.2.7;REFERENCES;179
5.3;12. SIGNIFYING DISABILITY AND EXCLUSION:Tales from an ‘Accidental Activist’;182
5.3.1;INTRODUCTION;182
5.3.1.1;Preface;182
5.3.2;RIVER’S STORY;183
5.3.2.1;Negotiating the Right to Continue Studying;184
5.3.2.2;Rights and Obligations: Disability Standards in Education;186
5.3.3;THE MOTHER’S STORY;188
5.3.3.1;Advocate or Provocateur?;188
5.3.3.2;Identifying Paul J. Thibault;190
5.3.3.3;Corporeal Metaphors and Realities;190
5.3.4;DISCUSSION;191
5.3.4.1;What Would You Do in this Circumstance?;193
5.3.5;NOTES;193
5.3.6;REFERENCES;194
6;PART 4:THEORISING;196
6.1;13. A TROUBLED IDENTITY: Putting Butler to Work on the Comings andGoings of Asperger’s Syndrome;197
6.1.1;INTRODUCTION;197
6.1.2;THINKING ABOUT THE BODY WITH BUTLER;198
6.1.3;PERFORMING DISABILITY? DISCURSIVE MATERIALISATIONAND ‘THE DISABLED BODY’;201
6.1.4;ASPERGER’S SYNDROME: THE REGULATORY IDEAL;202
6.1.5;CAPTURING BEING CAPTURED BY THE REGULATORY IDEAL;205
6.1.6;BECOMING ASPIE: DISCURSIVE RESIGNIFICATION?;208
6.1.7;CONCLUSION: UNDOING ASPERGER’S SYNDROME? BEYOND THE DSM;211
6.1.8;REFERENCES;212
6.2;14. ATTENDING TO THE POTHOLES OFDISABILITY SCHOLARSHIP;215
6.2.1;INTRODUCTION;215
6.2.2;INSURING A FUTURE OF INCLUSION;215
6.2.3;MULTIPLE INGREDIENTS;216
6.2.3.1;Tangible Exclusion;216
6.2.4;THE POTHOLES OF DISABILITY SCHOLARSHIP;217
6.2.4.1;Embodying Disability;218
6.2.5;ATTENDING TO THE POTHOLES;219
6.2.5.1;Voice and Discourse in Disability Studies in Education;220
6.2.6;CONCLUSION;222
6.2.7;REFERENCES;222
6.3;15. A HIDDEN NARRATIVE: Reflections on a Poster about Young People withHealth Conditions and Their Education;225
6.3.1;INTRODUCTION;225
6.3.2;CREATIVITY AND KNOWLEDGE PRODUCTION;225
6.3.3;CONTEXT FOR THE POSTER;226
6.3.4;COUNTING STUDENTS WITH HEALTH CONDITIONS;227
6.3.5;POLITICAL CONTEXT FOR FUNDING, PROGRAMS AND ENTITLEMENT;229
6.3.6;POSTER DEVELOPMENT;230
6.3.7;THEORETICAL AND POLITICAL POSSIBILITY;233
6.3.8;DISCUSSION AND CONCLUSION;235
6.3.9;ACKNOWLEDGEMENT;237
6.3.10;REFERENCES;238
6.4;16. THINKING ABOUT SCHOOLING THROUGH DIS/ABILITY:A DisHuman Approach;240
6.4.1;INTRODUCTION;240
6.4.2;DISHUMANISM;242
6.4.3;THE RESEARCH PROJECTS;245
6.4.4;THE ANALYSIS;246
6.4.5;THE DISHUMAN SCHOOL;246
6.4.5.1;The DisSchool;247
6.4.5.2;The DisSchool;249
6.4.6;CONCLUSION;250
6.4.7;NOTES;251
6.4.8;REFERENCES;251
6.5;AFTERWORD:Cultivating a Global Disabilities Studies in Education;253
6.5.1;INTRODUCTION;253
6.5.2;DSE CONFERENCE IN “THE LAND DOWN UNDER”:A REPORT ON MELBOURNE, 2014;254
6.5.3;COLLECTED WORKS FROM THE 2014 DSE CONFERENCE;256
6.5.4;G(R)O(W)ING FORWARD GLOBALLY;268
6.5.5;REFERENCES;268
7;CONTRIBUTORS;270
8;INDEX;274