Open Access. Powered by Scholars. Published by Universities.®
- Institution
Articles 1 - 6 of 6
Full-Text Articles in Education
Ableist Ideologies Stifle Neurodiversity And Hinder Inclusive Education, Marie Adrienne R. Manalili
Ableist Ideologies Stifle Neurodiversity And Hinder Inclusive Education, Marie Adrienne R. Manalili
Ought: The Journal of Autistic Culture
This paper makes the case that ableist ideologies hinder trends towards inclusion on a broader global scale and beyond Anglo-American standpoints, as evidenced by key literature and legislations on inclusive education. I also discuss the issues, challenges, and dilemmas generated by these ableist ideologies in my professional context as an autistic speech-language therapist from the Philippines. I conclude with my reflection on how practitioners can help change the trajectory towards emancipatory inclusive practices that are informed by the neurodiversity paradigm. To respect the preference of the communities and the intersection of identities I represent, this paper uses inclusive identity-first language …
Affirming Strength-Based Practices In Disability And Inclusion: A Shared Autoethnographic Study Of The Experiences Of A Teacher, Alina Kewanian, Edwin Creely, Jane Southcott
Affirming Strength-Based Practices In Disability And Inclusion: A Shared Autoethnographic Study Of The Experiences Of A Teacher, Alina Kewanian, Edwin Creely, Jane Southcott
The Qualitative Report
In this autoethnographic article we focus on the issues of “disability” and “inclusive education” and the challenges of being positive and affirming in this area of research and practice. As a teacher, I (Alina) continue to encounter regularly the dominant deficit view of “disability,” in spite of the extensive body of literature that advocates for the rights of people with disabilities as well as the benefits of inclusive education best built on strength-based thinking. The autoethnographic methodology allowed me to explore my experiences as an educator and reflect on specific events, presented through four vignettes that capture how my beliefs …
Accessibility And Usage Of Cultural Heritage By The Disabled Users: Understanding Of Parents’ Points Of View, Valentina Perciavalle, Elisabetta Sagone
Accessibility And Usage Of Cultural Heritage By The Disabled Users: Understanding Of Parents’ Points Of View, Valentina Perciavalle, Elisabetta Sagone
University of South Florida (USF) M3 Publishing
Background: Italian educational system express a growing attention toward the strategies utilized for improving the accessibility and participation for all individuals, but not always for the disabled users’ needs, underestimating the value of inclusive education in various contexts of everyday life. Method: A preliminary study with 82 parents of children and preadolescents with intellectual disability, sensory impairments, and physical disability was carried out adopting the “inclusive research paradigm” to investigate parents’ perceptions, levels of satisfaction, and attitudes toward obstacles/facilitators to accessibility and usage of cultural heritage sites in Sicilian context. Results: Using an online questionnaire, parental satisfaction degree …
Implementing Inclusive Education In Early Childhood Settings: The Interplay And Impact Of Exclusion, Teacher Qualities And Professional Development In Ghana, Francis R. Ackah-Jnr, Hyacinth Udah
Implementing Inclusive Education In Early Childhood Settings: The Interplay And Impact Of Exclusion, Teacher Qualities And Professional Development In Ghana, Francis R. Ackah-Jnr, Hyacinth Udah
Journal of Educational Research and Practice
Inclusive education (IE) in the early years enhances young children’s learning, socialization, and development; yet, children with disability are one group that is often isolated, excluded, or marginalized in early childhood education. This paper examines jointly the perceived exclusion practices, teacher qualities, and professional development and the interplay and impact of these factors on effective inclusive early childhood education. Drawing on data collected from individual interviews with teachers and headteachers in a large early childhood and school setting in Ghana, findings of this qualitative study indicate the exclusion practices of teachers. The findings suggest that resistance to IE limits learning, …
Supporting Primary And Secondary Teachers To Deliver Inclusive Education, Jill Duncan, Renée Punch, Nic Croce
Supporting Primary And Secondary Teachers To Deliver Inclusive Education, Jill Duncan, Renée Punch, Nic Croce
Australian Journal of Teacher Education
With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education workforce capability is of paramount importance. This study investigated how principals in Australian primary and secondary educational settings support teachers to provide inclusive education and what these principals perceive to be barriers to supporting the education workforce to deliver inclusive education. The study used an online open- and closed-set survey. The findings demonstrated that principals in educational settings across the government, Catholic and independent sectors and across geographical regions offered largely similar professional learning opportunities to their staff, and expressed …
Teachers’ Perceptions Of Their Work With Teacher Assistants: A Systematic Literature Review, Claire Jackson, Umesh Sharma, Delphine Odier-Guedj, Joanne Deppeler
Teachers’ Perceptions Of Their Work With Teacher Assistants: A Systematic Literature Review, Claire Jackson, Umesh Sharma, Delphine Odier-Guedj, Joanne Deppeler
Australian Journal of Teacher Education
With the number of teacher assistants (TAs) employed in schools steadily increasing, most teachers are likely to work with a TA at various times throughout their career. International research indicates there is scope for teachers to enhance their work with TAs. This systematic review examines teachers’ perceptions of their work with TAs. Twenty-six studies were reviewed to gain insight into teachers’ thoughts, beliefs and/or impressions of their work with TAs. Ten perceptions of teachers relating to the manner in which they work with TAs were identified and further categorised into four key themes of roles and responsibilities, planning and pedagogy, …