Orthodoxy, heresy and the inclusion of American students considered to have emotional/behavioural disorders

Danforth, Scot; Morris, P G

doi:10.1080/13603110500264529

“…There is a difference between including a child with disabilities into a regular classroom or program and practicing inclusive education (Barrow, 2001;Graham & Slee, 2006). For example, in a synthesis of literature on rising numbers of children with Emotional/Behavioural Disorders (E/BD), Danforth & Morris (2006) refer to the placement of students within regular classrooms as inclusion. According to Allan (2005), this description of inclusion more accurately represents "integration".…”

Section: Inclusion Versus Integrationmentioning

confidence: 99%

Is A Partnership Possible? A Comparison Of Elementary Teachers' And Early Childhood Educators' Perceptions Of Disability And Inclusion

Thornton¹

2021

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Education literature presents diverse perceptions of disability and inclusion by educators and scholars. Past research has shown that educators' beliefs influence their practice. The Full-Day Early Learning Program will commence in Ontario schools in September 2010, which will involve teacher and early childhood educator teaching teams. This qualitative research study presents two elementary teachers' and two early childhood educators' perceptions of disability and inclusion. Using a grounded theory strategy of inquiry, two interviews were conducted with each participant. A poststructural lens was used to analyze and interpret data. Key findings show distinct understandings of disability and inclusion between the two educator groups, which relate to their pedagogical beliefs and views of the purpose of education. This study draws on attribution theory and a social relational model of disability to explore the implications of participants' perceptions for children's education. Recommendations for future research and practice and identified and briefly explored.

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“…There is a difference between including a child with disabilities into a regular classroom or program and practicing inclusive education (Barrow, 2001;Graham & Slee, 2006). For example, in a synthesis ofliterature on rising numbers of children with EmotionallBehavioural Disorders (EIBD), Danforth & Morris (2006) refer to the placement of students within regular classrooms as inclusion. According to Allan (2005), this description of inclusion more accurately represents "integration".…”

Section: Inclusion Versus Integrationmentioning

confidence: 99%

Is a partnership possible? : a comparison of elementary teachers' and early childhood educators' perceptions of disability and inclusion

Thornton¹

2021

Preprint

0

View full text Add to dashboard Cite

Education literature presents diverse perceptions of disability and inclusion by educators and scholars. Past research has shown that educators' beliefs influence their practice. The Full-Day Early Learning Program will commence in Ontario schools in September 2010, which will involve teacher and early childhood educator teaching teams. This qualitative research study presents two elementary teachers' and two early childhood educators' perceptions of disability and inclusion. Using a grounded theory strategy of inquiry, two interviews were conducted with each participant. A poststructural lens was used to analyze and interpret data. Key findings show distinct understandings of disability and inclusion between the two educator groups, which relate to their pedagogical beliefs and views of the purpose of education. This study draws on attribution theory and a social relational model of disability to explore the implications of participants' perceptions for children's education. Recommendations for future research and practice and identified and briefly explored.

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“…Disability studies is a humanitiesbased social model that regards disability as a product of cultural and historical perspectives, rather than the scientific biological models that have historically dominated special education (Danforth and Morris 2006;Rice 2006;Ware 2001). The traditional deficit model depicts the student as being afflicted with a condition that is detectable, testable and diagnosable and otherwise distinguishes an individual as deviant from the general population.…”

Section: Disability Studiesmentioning

confidence: 99%

The CEC Professional Standards: a Foucauldian genealogy of the re/construction of special education

Ashton

¹

2011

International Journal of Inclusive Education

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This paper presents a Foucauldian analysis of the 2003 Council for Exceptional Children (CEC) Professional Standards. It examines the role of the CEC and their professional standards in the construction of the special educator and the student with disabilities and the potential implications that these constructions have for inclusive education. Furthermore, this analysis will establish the standards serve as a vehicle for the reproduction of the special educator who in turn reproduces the special education student, which has preserved and protected the special education profession throughout the past 25 years. The CEC Professional Standards represent over 100 years of supposed 'progress' in special education; but progress towards what end and to whose benefit? It is my assertion that these standards have played a vital role in the construction of the special educator, the individual with disabilities and the special education profession as a whole. Furthermore, the standards, and by extension, the social constructions of special educators and students with disabilities represent significant barriers to inclusive education.

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Orthodoxy, heresy and the inclusion of American students considered to have emotional/behavioural disorders

Cited by 12 publications

References 36 publications

Is A Partnership Possible? A Comparison Of Elementary Teachers' And Early Childhood Educators' Perceptions Of Disability And Inclusion

Is A Partnership Possible? A Comparison Of Elementary Teachers' And Early Childhood Educators' Perceptions Of Disability And Inclusion

Is a partnership possible? : a comparison of elementary teachers' and early childhood educators' perceptions of disability and inclusion

The CEC Professional Standards: a Foucauldian genealogy of the re/construction of special education

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