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Elementary Education and Teaching
Department of Teaching and Learning Scholarship and Creative Works
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Full-Text Articles in Education
The Impact Of Standards-Based Reform: Applying Brantlinger's Critique Of Hierarchical Ideologies, Jessica Bacon, Beth Ferri
The Impact Of Standards-Based Reform: Applying Brantlinger's Critique Of Hierarchical Ideologies, Jessica Bacon, Beth Ferri
Department of Teaching and Learning Scholarship and Creative Works
Brantlinger's [2004b. "Ideologies Discerned, Values Determined: Getting past the Hierarchies of Special Education." In Ideology and the Politics of (in)Exclusion, edited by L. Ware, 11-31. New York: Peter Lang Publishing] critique of hierarchical ideologies lays bare the logics embedded in standards-based reform. Drawing on Brantlinger's insightful analysis, we trace how hierarchical ideologies impacted inclusive practice at one urban elementary school, deemed failing under the No Child Left Behind Act. Drawing on the qualitative analysis of data from interviews, public forums, and documents, we chart some of the negative effects of hierarchical ideologies on inclusive practice. We illustrate, for instance, how …
Institutionalized Ableism And The Misguided "Disability Awareness Day": Transformative Pedagogies For Teacher Education, Priya Lalvani, Alicia Broderick
Institutionalized Ableism And The Misguided "Disability Awareness Day": Transformative Pedagogies For Teacher Education, Priya Lalvani, Alicia Broderick
Department of Teaching and Learning Scholarship and Creative Works
Despite acknowledgement among social justice educators about the need to infuse anti-bias lessons in K-12 curricula, discussions of disability oppression are silent in schools. Token efforts at addressing the topic of disability generally manifest as "disability awareness day(s)" and often include "disability simulations," which have been long condemned by disability rights activists as promoting cultural attitudes that are ableist in nature. In this article, we discuss a qualitative inquiry that examines shifts in the perceptions of graduate students, with regard to the pedagogical use of disability simulations for teaching children about disability. The context of this study is a teacher …
Land Of Misfit Toys: Mothers Perceptions Of Educational Environments For Their Children With Down Syndrome, Priya Lalvani
Land Of Misfit Toys: Mothers Perceptions Of Educational Environments For Their Children With Down Syndrome, Priya Lalvani
Department of Teaching and Learning Scholarship and Creative Works
In this qualitative study, 19 mothers discussed the education of their children with Down syndrome. Mothers reflected on their expectations and perceptions of different educational environments, focussing particularly on their understanding of inclusive education. The findings suggest that mothers beliefs and decisions related to the education of their children with Down syndrome were embedded in culturally constructed notions of normalcy and stigma. Their support for particular educational programmes was inextricably linked with their understanding of the sociocultural meaning of Down syndrome. Findings revealed the existence of institutional resistance to inclusive education as well as dominant educational discourses that positioned students …
Foundations For Self-Determination In Early Childhood: An Inclusive Model For Children With Disabilities, Susan B. Palmer, Jean Ann Summers, Mary Jane Brotherson, Elizabeth Erwin, Susan P. Maude, Vera Stroup-Rentier, Hsiang Yi Wu, Nancy F. Peck, Yuzhu Zheng, Cindy J. Weigel, Szu Yin Chu, Greg S. Mcgrath, Shana J. Haines
Foundations For Self-Determination In Early Childhood: An Inclusive Model For Children With Disabilities, Susan B. Palmer, Jean Ann Summers, Mary Jane Brotherson, Elizabeth Erwin, Susan P. Maude, Vera Stroup-Rentier, Hsiang Yi Wu, Nancy F. Peck, Yuzhu Zheng, Cindy J. Weigel, Szu Yin Chu, Greg S. Mcgrath, Shana J. Haines
Department of Teaching and Learning Scholarship and Creative Works
This article introduces the Early Childhood Foundations Model for Self-Determination and provides a rationale for the need to consider the foundations of self-determination behavior that begin early in life. This model is based on the premise that young children with disabilities benefit from a collaborative partnership between important adults in the lives of children to provide a supportive, stimulating, and coordinated environment between inclusive classrooms and home settings. Within partnership, the Foundations Model establishes the proposition that the basic foundational skills for developing self-determination in later life require young children with disabilities to gain skills in (a) choice-making and problem …
Privilege, Compromise, Or Social Justice: Teachers' Conceptualizations Of Inclusive Education, Priya Lalvani
Privilege, Compromise, Or Social Justice: Teachers' Conceptualizations Of Inclusive Education, Priya Lalvani
Department of Teaching and Learning Scholarship and Creative Works
This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support for inclusive education may be linked with the ways in which they conceptualize this practice. Most teachers' beliefs about the education of students with disabilities were embedded in dominant educational discourses that centered on the otherness of some students, and an unquestioned acceptance of implicit assumptions in special education. Findings support the need …