Addressing students with disabilities in school textbooks

Cheng, Karen Kow Yip; Beigi, Amir Biglar

doi:10.1080/09687599.2011.544063

Cited by 19 publications

(11 citation statements)

References 5 publications

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“…All of these points can and should be applied to disabled academics. The following identified problems and actions that are needed in relation to race and gender are also applicable to disabled students and disabled academics: representation in textbooks [56] (for literature on this related to disabled people, see [166][167][168][169][170], address leaky pipeline (such as go to junior and senior high schools to entice disabled students), go beyond academia, make women visible [51] (make disabled people visible), move towards highcontext approaches to learning [52], institutional culture changes in academia [53], fighting implicit biases and microaggressions [54] (by changing existing modules on harassment and bullying that often leave out disabled people, increase intersectionality and moving away from the "superwomen" [57] (p. 1779) (see the many similar discussions around the supercrip [79,[171][172][173][174]), and the ability to identify correctly and deal with "implicit bias", "status leveling", "tokenism", and "failure to differentiate" [58].…”

Section: The Premise and Problems Of Edimentioning

confidence: 99%

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Wolbring

Lillywhite

2021

Societies

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The origin of equity/equality, diversity, and inclusion (EDI) initiatives at universities are rooted in the 2005 Athena SWAN (Scientific Women’s Academic Network) charter from Advance HE in the UK, which has the purpose of initiating actions that generate gender equality in UK universities. Since then, Advance HE also set up a “race charter” to deal with equality issues that are experienced by ethnic staff and students within higher education. Today “equality, diversity and inclusion” and “equity, diversity and inclusion” (from now on both called EDI) are used as phrases by universities in many countries to highlight ongoing efforts to rectify the problems that are linked to EDI of students, non-academic staff, and academic staff, whereby the focus broadened from gender to include other underrepresented groups, including disabled students, disabled non-academic staff, and disabled academic staff. How EDI efforts are operationalized impacts the success and utility of EDI efforts for disabled students, non-academic staff, and academic staff, and impacts the social situation of disabled people in general. As such, we analysed in a first step using a scoping review approach, how disabled students, non-academic staff, and academic staff are engaged with in the EDI focused academic literature. Little engagement (16 sources, some only abstracts, some abstracts, and full text) with disabled students, non-academic staff, and academic staff was found. This bodes ill for the utility of existing EDI efforts for disabled students, non-academic staff, and academic staff, but also suggests an opening for many fields to critically analyse EDI efforts in relation to disabled students, non-academic staff, and academic staff, the intersectionality of disabled people with other EDI groups and the impact of the EDI efforts on the social situation of disabled people beyond educational settings. The problematic findings are discussed through the lens of ability studies and EDI premises, as evident in EDI policy documents, EDI academic, and non-academic literature covering non-disability groups, and policy documents, such as the 2017 “UNESCO Recommendation on Science and Scientific Researchers” and the 1999 “UNESCO World Conference on Sciences” recommendations that engage with the situation of researchers and research in universities.

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Section: The Premise and Problems Of Edimentioning

confidence: 99%

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Wolbring

Lillywhite

2021

Societies

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“…The study demonstrated that people with disabilities were underrepresented and that images of students with disabilities were typically shown in disadvantageous positions that perpetuated the invisibility of the students and promoted negative stereotypes (Cheng & Beigi, 2011). Teaching and learning materials should address inclusive education and include positive and empowering images and stories of students with disabilities.…”

Section: Inclusive Teaching and Learning Materialsmentioning

confidence: 99%

Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

Hayes¹,

Bulat

2017

125

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This PDF document was made available from www.rti.org as a public service of RTI International. More information about RTI Press can be found at http://www.rti.org/rtipress. RTI International is an independent, nonprofit research organization dedicated to improving the human condition by turning knowledge into practice. The RTI Press mission is to disseminate information about RTI research, analytic tools, and technical expertise to a national and international audience. RTI Press publications are peerreviewed by at least two independent substantive experts and one or more Press editors.

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“…As a matter of fact that individuals with typical development are taken as reference while preparing textbooks. This situation negatively affects individuals affected by disability (Cheng & Beigi, 2011). When the literature is examined, it is emphasized that attitudes are important for the success of inclusive education and inclusive education (Dudek, Beck & Thopmson, 2006;McDougall, DeWitt, King, Miller & Killip, 2004;Nowicki & Sandieson, 2002).…”

Section: Discussionmentioning

confidence: 99%

Ortaokul Ders Ki̇taplarindaki̇ Engelli̇ Bi̇reylerle İlgi̇li̇ İçeri̇kleri̇n Örtük Program Açisindan İncelenmesi̇

Bayar

Kurt²

2021

Trakya Eğitim Dergisi

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Bu araştırmanın amacı, Türkiye'de ortaokul düzeyinde ders kitabı olarak kullanılan kaynakların engellilik konusuna örtük program çerçevesinde ne düzeyde yer verildiğini incelemektir. Bu doğrultuda, zorunlu derslerden olan Türkçe, Matematik, Fen Bilimleri, Sosyal Bilgiler, T.C. İnkılâp Tarihi ve Atatürkçülük ve Yabancı Dil ders kitaplarında yer alan metin, fotoğraf ve görsel öğeler incelenmiştir. Bu araştırmada nitel araştırma yaklaşımlarından doküman analizi kullanılmıştır. 2020 -2021 eğitim-öğretim yılı Milli Eğitim Bakanlığı tarafından yayınlanan 24 ders kitabı araştırmacılar tarafından içerik analizine tabi tutulmuştur. Araştırma sonucunda, engelli bireyler için hazırlanan örtük programın yetersiz olduğu tespit edilmiştir. Görsel, fotoğraf ve metinlerde yer alan yetersizlikten etkilenmiş bireyler analiz edildiğinde, kız ve erkek öğrenci sayısının dengeli dağıtılmadığı, bu bireylerin tipik gelişim gösteren akranları ile birlikte yeterince yer verilmediği, büyük bir kısmının pasif bir eylem içerisinde yer aldığı tespit edilmiştir. Ayrıca yetersizlikten etkilenmiş bireylerin okul ortamında gösterilmediği ve genellikle yetişkin bireylere yer verildiği saptanmıştır. Ders kitaplarında engellilik teması ile ilgili içerik sayısı artırılması ve bu içerikler yetersizlikten etkilenmiş bireyleri olumsuz yönde etkilemeyecek şekilde düzenlenmesi önerilmektedir.

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Addressing students with disabilities in school textbooks

Cited by 19 publications

References 5 publications

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

Ortaokul Ders Ki̇taplarindaki̇ Engelli̇ Bi̇reylerle İlgi̇li̇ İçeri̇kleri̇n Örtük Program Açisindan İncelenmesi̇

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