“Why Not Have Fun?”: Peers Make Sense of an Inclusive High School Program

Naraian, Srikala

doi:10.1352/1934-9556-48.1.14

Cited by 10 publications

(7 citation statements)

References 32 publications

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“…The literature describes mainstreamed students as gatekeepers for the inclusion of disabled students in classrooms and their acceptance of disabled students is seen as important for the latter's sense of inclusiveness (Adams, Harris & Jones, 2017;Naraian, 2010). Our analysis nuances this picture by indicating that although difference is a dimension of normaldiversity, people like Yara are themselves tasked with and contribute to their own inclusion in various ways.…”

Section: Difference Performativity and Going Beyond Binariesmentioning

confidence: 82%

Accessibility Denied. Understanding Inaccessibility and Everyday Resistance to Inclusion for Persons with Disabilities

Egard¹,

Hansson²,

Wästerfors³

2021

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This book explores the societal resistance to accessibility for persons with disabilities, and tries to set an example of how to study exclusion in a time when numerous policies promise inclusion.With 12 chapters organised in three parts, the book takes a comprehensive approach to accessibility, covering transport and communication, knowledge and education, law and organisation. Topics within a wide cross-disciplinary field are covered, including disability studies, social work, sociology, ethnology, social anthropology, and history. The main example is Sweden, with its implementation of the United Nations Convention on the Rights of Persons with Disabilities within the context of the Nordic welfare state. By identifying and discussing persistent social and cultural conditions as well as recurring situations and interactions that nurture resistance to advancing accessibility, despite various strong laws promoting it, the book's conclusions are widely transferable. It argues for the value of alternating between methods, theoretical perspectives, and datasets to explore how new arenas, resources and technologies cause new accessibility concernsand possibilitiesfor persons living with impairments. We need to be able to follow actors closely to uncover how they feel, act, and argue, but also to connect to wider discursive and institutional patterns and systems. This book will be of interest to scholars and students of disability studies, social work, sociology, ethnology, social anthropology, political science, and organisation studies.

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Section: Difference Performativity and Going Beyond Binariesmentioning

confidence: 82%

Accessibility Denied. Understanding Inaccessibility and Everyday Resistance to Inclusion for Persons with Disabilities

Egard¹,

Hansson²,

Wästerfors³

2021

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“…The qualitative studies from which this paper is drawn were undertaken at various Midwestern and Northeastern locations in the United States from 2006 to 2011 (Naraian, 2008a(Naraian, , 2010a(Naraian, , 2011Naraian & Oyler, 2013). Three of those sites were schools/classrooms where students with significant disabilities were included with their nondisabled peers.…”

Section: Methods Research Contextsmentioning

confidence: 99%

“…Scholarly guidance on conducting cross-case analysis recommends completing in-depth case studies separately before embarking on comparisons across cases (Bogdan & Biklen, 2007;Merriam, 2009). Each of the studies that will be included in the cross-case analysis within this project has been subject to separate and complete data analysis followed by a series of qualitatively written products reflecting the particular questions that guided each study (Naraian, 2008a(Naraian, , 2008b(Naraian, , 2010a(Naraian, , 2010b(Naraian, , 2010c(Naraian, , 2011Naraian & Oyler, 2013). A constant comparative method was used to analyze the data in all cases and, in keeping with narrative analysis, longer segments of data were preserved during the coding process (Merriam, 2009;Reissman, 2008).…”

Section: Methods Research Contextsmentioning

confidence: 99%

“…The studies involved multiple schooling contexts-urban elementary, suburban elementary, and suburban high school-and included a variety of professionals, including general educators, special educators, dual-certified teachers, therapists, paraprofessionals, and a parent coordinator. All of these studies utilized ethnographic methods and generated rich data on the sociocultural context within which educators sought to implement inclusively oriented practices (Naraian, 2008a(Naraian, , 2008b(Naraian, , 2010a(Naraian, , 2010b(Naraian, , 2011Naraian & Oyler, 2013). While prior data analyses reflected the specific research priorities within each study-peer relations between students with and without disabilities, significant disability as a lens to understand inclusive classrooms, and professional development for inclusive practice-this paper emerges from a re-examination of the data using the framework proposed by Holland and Lave (2001).…”

Section: Draw On the Inevitable Entanglement Of Diverse Commitments Within Educators' Practices To Suggest That Inclusion As An Act Of Dementioning

confidence: 99%

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Agency in Real Time? Situating Teachers’ Efforts toward Inclusion in the Context of Local and Enduring Struggles

Naraian

2014

Teachers College Record: The Voice of Scholarship in Education

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Background Teacher preparation for critical special education and inclusive education is premised on the ways in which dominant schooling discourses have unfairly positioned students with disabilities and their families. The hope of such teacher preparation programs is that through careful socialization into anti-oppressive discourses, teacher candidates will develop the capacity to go forth into troubled schooling systems and actively work against practices that perpetuate norms of dis/ability. Fundamental to such conceptualizations of teacher preparation is the presumption of teacher agency as a prerequisite for working toward equity in schools. Departing from conceptions of agency as a stable internal property that can be transported across contexts, I adopt a situated notion of agency to disclose teachers’ activities at the confluence of multiple schooling discourses. I deploy the framework of Holland and Lave to both unravel the local and enduring struggles that inform the discursive contexts in which efforts toward inclusion are made and disclose the cultural forms that emerge from the authoring of educators in the project of inclusion. Research Questions I reviewed the data generated at four different sites from 2006 to 2011 during the implementation of separate studies that I conducted to investigate inclusive practices. Those inquiries broadly examined how schooling/classroom conditions produce (in) equitable opportunities for students with disabilities. For this project, I re-examined the same data to ask the following questions: What are the particular conflicts and struggles that characterize the engagement of school practitioners seeking to implement inclusively oriented practices? Specifically, how do local discourses/conflicts within schools inform the production of specific forms of inclusive practice? Research Design All of the studies were ethnographically oriented and privileged a narrative exploration of participant experiences. Sources of data included participant observations and semistructured interviews. Additional data sources across sites included student work samples, school newsletters, electronic communication with participants, and informal exchanges with students and teachers in the classrooms. Each of the studies that were included in the cross-case analysis within this project was subject to separate and complete data analysis followed by a series of qualitatively written products reflecting the particular questions that guided each study. For this project, data were re-examined inductively with deliberate attention to the framework suggested by Holland and Lave. Conclusions Teacher education discourses that privilege a politics of polarity (inclusion vs. exclusion) may be insufficient to meet the complicated demands of enabling inclusivity in practice. I draw on the inevitable entanglement of diverse commitments within educators’ practices to suggest that inclusion as an act of deferring may be a helpful complement to those efforts. A pedagogy of deferral privileges the pragmatic negotiation with local and widely circulating discourses while upholding long-term commitments such as the disruption of norms of ability.

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“…Despite (a) demonstrations of the benefits of peer interaction (e.g., Test et al, 2009), (b) recent legislation (e.g., Individuals With Disabilities Education Improvement Act, 2004;No Child Left Behind Act, 2001) supporting the inclusion of students with disabilities in general education settings and activities to the maximum extent possible, and (c) calls for promoting membership and full participation of students with significant disabilities in general education classes (e.g., Naraian, 2010;Schnorr, 1990), students with intellectual disabilities and autism are among the most segregated of the disability groups. The fact that 44% of students with autism and 52% of students with intellectual disabilities spend 60% or more of their day outside the general education setting (U.S. Department of Education, 2009) indicates the limited access to general education activities and peers that is the prevailing model of service delivery and existing practice for these students.…”

mentioning

confidence: 99%

Effects of a Social Skills Intervention among High School Students with Intellectual Disabilities and Autism and Their General Education Peers

Hughes

Golas

Cosgriff

et al. 2011

Research and Practice for Persons with Severe Disabilities

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Incorporating general education peers into social skills instructional programs has been effective at increasing social interaction of high school students with intellectual disabilities and autism with their classmates. In this study, communication book use (Hughes et al., 2000), combined with providing the opportunity to interact, was associated with increases in conversational initiations and responses of five high school students identified with intellectual disabilities and autism and their general education peers. We also addressed a limitation of Hughes et al. (2000) by expanding the role of peers during generalization to (a) engage in conversational interactions that were more reciprocal and typical of high school student dyads and (b) provide support to participants while interacting. This study adds to the few published social skills interventions involving high school students with intellectual disabilities and autism in inclusive settings and extends findings to a population of students with more varied communication characteristics.

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“Why Not Have Fun?”: Peers Make Sense of an Inclusive High School Program

Cited by 10 publications

References 32 publications

Accessibility Denied. Understanding Inaccessibility and Everyday Resistance to Inclusion for Persons with Disabilities

Accessibility Denied. Understanding Inaccessibility and Everyday Resistance to Inclusion for Persons with Disabilities

Agency in Real Time? Situating Teachers’ Efforts toward Inclusion in the Context of Local and Enduring Struggles

Effects of a Social Skills Intervention among High School Students with Intellectual Disabilities and Autism and Their General Education Peers

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