Young Elementary Students Perceptions on Disability and Difference PDF Download
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Author: Cambri Haase
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659639906
Category :
Languages : en
Pages : 112
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Book Description
Inclusion, the opportunity for all students to be educated together, is becoming the norm in many schools. As students are being placed in inclusive classroom, they are developing ideas around difference and disability. But what exactly are these students learning from this experience? This work examines my class of Grade 1 and 2 students' perspectives on disability and difference. Through interviews with the students, observations and my own self-reflections two key themes emerged. Firstly, the students were unlikely to notice a difference of autism and just see a friend. Secondly, the students' understanding of difference was derived from their own personal experience. It was also determined that effective inclusive practices are lead by teachers and educational assistants. The environment that teacher and assistants create can influence the academic and social success for all students. This environment may then also aid in all students understanding of disability and difference.
Author: Cambri Haase
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659639906
Category :
Languages : en
Pages : 112
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Book Description
Inclusion, the opportunity for all students to be educated together, is becoming the norm in many schools. As students are being placed in inclusive classroom, they are developing ideas around difference and disability. But what exactly are these students learning from this experience? This work examines my class of Grade 1 and 2 students' perspectives on disability and difference. Through interviews with the students, observations and my own self-reflections two key themes emerged. Firstly, the students were unlikely to notice a difference of autism and just see a friend. Secondly, the students' understanding of difference was derived from their own personal experience. It was also determined that effective inclusive practices are lead by teachers and educational assistants. The environment that teacher and assistants create can influence the academic and social success for all students. This environment may then also aid in all students understanding of disability and difference.
Author: Kendra J. Barrett
Publisher: Magination Press
ISBN: 9781433828690
Category : Juvenile Fiction
Languages : en
Pages : 32
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Book Description
"Carolyn is in a wheelchair, but she doesn't let that stop her! She can do almost everything the other kids can, even if sometimes she has to do it a little differently"--
Author: Christa Boske
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 91
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Book Description
Actively listening and building bridges among students, teachers, and communities provides learners with authentic opportunities to be involved, invested, and ignite meaningful change. This book celebrates students' first-tellings of their experiences as "students with differences" in schools. Throughout the authors' school experiences, they yearned for spaces to share their expertise, thoughts, ideas, talents, and aspirations. These authors emphasize the need to recognize student voice, which they contend, should permeate all levels of collaborative work in schools. These collaborations include, but are not limited to the integration of diverse assessments, differentiation, curriculum design, arts-based projects, inquiry, establishing school policies, and evaluating daily practices in schools. What students have to say matters. However, authors reiterate how often schools attempted to silence them, especially due to the label assigned to them: "disabled." How students learn matters. What students learn matters. Their untapped sense of wonderment plays a pertinent role in their growth and development. Together, these authors utilize artmaking to express how they navigate oppressive systems, such as school. They contend there is a need for K-12 students to co-create knowledge and build bridges among themselves, educators, families, and diverse communities. Their new ways of knowing through this artmaking process afforded them with a renewed relevance for learning and the need to promote authentic school reform. Bottom line: students matter. Their leadership, creativity, and capacity to think system-wide are essential to classroom, school, curriculum, and community needs. These young authors stress the need to continue this significant work and emphasize the power of student voice through artmaking. ENDORSEMENT: "This book reveals the hidden curriculum behind how students negotiate school environments that are often indifferent or even hostile to them. It demonstrates their resilience, their perceptions and how experiences in the arts inspire them to overcome the school environment which has silenced or marginalized them. The stories in these pages will inspire you and reinforce your belief in the human spirit." — Fenwick English, Florida Gulf Coast University
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309057892
Category : Education
Languages : en
Pages : 305
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Book Description
In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
Author: Amanda Ajodhia-Andrew
Publisher: Springer
ISBN: 9463002359
Category : Education
Languages : en
Pages : 296
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Book Description
Many Canadian children from minority status groups experience long-term academic complexities, influencing their sense of school belonging and engagement. Research demonstrates children with intersecting differences of race, ethnicity, language, and disability, and those in their middle years (10–13 years old), undergo heightened academic challenges. Yet, what are children with disabilities’ personal schooling experiences, and how may these insights support inclusive learning, teaching, and sense of belonging? Within Toronto, one of the most diverse Canadian cities, this book explores the stories and experiences of six middle years children with intersecting differences of race, ethnicity, language, and disabilities (particularly autism). Through narrative and critical discourse analysis research methods the children’s views were accessed via a mosaic multi-method data collection approach, including their own photography, drawings, journal writings, imaginative story games, and interview texts. The children’s narratives illustrate their understandings of differences, learning, and inclusion. This book presents innovative insights highlighting the voices of children with disabilities as they navigate through complex issues of diversity and share how these impact their understandings and experiences of school inclusion and exclusion. The author advocates inviting the voices of children with intersecting differences into educational conversations and research processes, as they may adeptly advance areas of inclusion and diversity.
Author: Kim E. Nielsen
Publisher: Beacon Press
ISBN: 0807022039
Category : Social Science
Languages : en
Pages : 290
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Book Description
The first book to cover the entirety of disability history, from pre-1492 to the present Disability is not just the story of someone we love or the story of whom we may become; rather it is undoubtedly the story of our nation. Covering the entirety of US history from pre-1492 to the present, A Disability History of the United States is the first book to place the experiences of people with disabilities at the center of the American narrative. In many ways, it’s a familiar telling. In other ways, however, it is a radical repositioning of US history. By doing so, the book casts new light on familiar stories, such as slavery and immigration, while breaking ground about the ties between nativism and oralism in the late nineteenth century and the role of ableism in the development of democracy. A Disability History of the United States pulls from primary-source documents and social histories to retell American history through the eyes, words, and impressions of the people who lived it. As historian and disability scholar Nielsen argues, to understand disability history isn’t to narrowly focus on a series of individual triumphs but rather to examine mass movements and pivotal daily events through the lens of varied experiences. Throughout the book, Nielsen deftly illustrates how concepts of disability have deeply shaped the American experience—from deciding who was allowed to immigrate to establishing labor laws and justifying slavery and gender discrimination. Included are absorbing—at times horrific—narratives of blinded slaves being thrown overboard and women being involuntarily sterilized, as well as triumphant accounts of disabled miners organizing strikes and disability rights activists picketing Washington. Engrossing and profound, A Disability History of the United States fundamentally reinterprets how we view our nation’s past: from a stifling master narrative to a shared history that encompasses us all.
Author: Ann Lewis
Publisher: Routledge
ISBN: 1134854048
Category : Education
Languages : en
Pages : 216
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Book Description
Children's Understanding of Disability is a valuable addition to the debate surrounding the integration of children with special needs into ordinary schools. Taking the viewpoint of the children themselves, it explores how pupils with severe learning difficulties and their non-disabled classmates interact. Ann Lewis examines what happens when non-disabled children and pupils with severe learning difficulties work together regularly over the course of a year. She also includes the views of children working in segregated special education. From her findings, she draws implications for developing an inclusive ethos in schools and other communities.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Barrie Wade
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 212
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Book Description
An international sampling of children with special education needs give their views on teachers, lessons, parents, schools, changing schools, feeling different, friends and enemies, fun and games, getting into trouble, and being assessed by special education professionals. Special education professionals from Britain then suggest how their colleagues might make use of the material both to design programs and to relate to individuals in classrooms. Distributed by Taylor and Francis. Annotation copyright by Book News, Inc., Portland, OR
Author: Mary Wagner
Publisher:
ISBN:
Category :
Languages : en
Pages : 128
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Book Description
The National Longitudinal Transition Study-2 (NLTS2) was initiated to provide a national picture of the characteristics and experiences of youth with disabilities, including their self-representations, their schooling, their personal relationships, and their hopes for the future. This report presents findings drawn from the first time (2003) data were collected directly from youth on these topics; they were ages 15 through 19 at the time. Information was sourced from responses of youth with disabilities either to a telephone interview or to a self-administered mail survey. Findings address the following questions: (1) How do youth with disabilities describe the kind of people they are--their feelings about themselves and their lives, and their skills and competencies? (2) How do youth describe their secondary school experiences? (3) How do youth characterize their personal relationships? (4) What are their reported expectations for the future? and (5) How do these factors differ for youth with different disability and demographic characteristics? Adolescents' self-descriptions have been found to be related to multiple social and academic outcomes. To ascertain their self-perceptions, youth were asked questions about their views of themselves, perceptions of their disability, and feelings about their lives in general. To document the self-representations of competencies, youth were asked to report how well they perform in six specific domains: athletics, computer use, mechanical tasks, creative arts, performing arts, and self-advocacy. Additionally, two subscales from the Arc's Self-Determination Scale related to the broad concepts of personal autonomy and psychological empowerment were administered in in-person interviews. Research has demonstrated that the way youth feel about school can be related to their behavior and performance in school, outside of school, and in the years after leaving school. NLTS2 addresses the gap in knowledge base for youth with disabilities by reporting the perceptions of these youth regarding academic challenges, interpersonal challenges, school safety, services and supports received at school, affiliation with school, and enjoyment of school. Personal relationships can be "protective factors" against a variety of adolescent risk behaviors. NLTS2 provides an opportunity to examine views reported by youth with disabilities regarding their relationships with their families and friends and with other adults, and the extent to which, despite these relationships, youth report being lonely. NLTS2 has documented the perspectives of 15- through 19-year-olds regarding their future adult roles and their academic, occupational, and independence expectations. Disability category differences are apparent on many of the self-representations examined in this report: some of the perceptions or views youth report are consistent with the fundamental nature of their disabilities. Differences among youth with disabilities who are distinguished by gender, age, household income, or race/ethnicity are not common. Cautions in interpreting findings include: (1) the analyses presented in this report are descriptive; findings should not be interpreted as implying causal relationship, nor should differences between disability categories be interpreted as reflecting disability differences alone; (2) the report addresses the self-representations of youth with disabilities: the extent of discrepancy between the perceptions reported and their true views is unknown; (3) although discussions in the report emphasize only differences that reach a level of statistical significance of at least p less than 0.01, the large number of comparisons made will result in some apparently significant differences, even at this level, being false positives; also, meaningfulness of differences reported here cannot be derived from their statistical significance. NLTS2 will continue to solicit the views of youth as they age, which will provide information to examine how later achievements mesh with expectations and how views might evolve over time. The following are appended: (A) NLTS2 Sampling, Data Collection, and Analysis Procedures; and (B) Additional Analysis. (Contains 23 figures and 29 tables.) [This report was produced by the Institute of Education Sciences' National Center for Special Education Research.].
