Constructing ‘disability’ in Myanmar: teachers, community stakeholders, and the complexity of disability models

Ware, Hannah; Schuelka, Matthew J.

doi:10.1080/09687599.2019.1580186

Cited by 5 publications

(4 citation statements)

References 23 publications

(28 reference statements)

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“…For example, one of the participants mentioned teachers’ perception that students with disabilities cannot participate in STEM. Recent research showed that teachers might also consider people with disabilities as persons unable to do daily activities such as walking, revealing an understanding of disability as synonymous with physical impairment (Ware & Schuelka, 2019). Research on teacher expectations has shown that when teachers have higher expectations, they provide students with better learning opportunities (Gentrup et al., 2020; Rubie‐Davies, 2015; Timmermans et al., 2018).…”

Section: Discussionmentioning

confidence: 99%

Profession choice processes and career counseling experiences of people with physical disabilities in Turkey

Avcı

2023

Journal of Employment Couns

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People with disabilities may face various barriers to employment. I aimed to explore the career counseling experiences of a sample of people with physical disabilities. The participants were 95 individuals with a disability aged 19–48 years. One emerging theme, barriers and aids, was related to family, teachers, and school counselors. Participants’ choices seemed to be affected by the negative attitudes of their peers with a disability. A second theme, career counseling as well as its availability, content, and quality, comprises subthemes such as collaboration between stakeholders in processes related to people with disabilities, qualifications of career counselors, and content of the services provided.

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Section: Discussionmentioning

confidence: 99%

Profession choice processes and career counseling experiences of people with physical disabilities in Turkey

Avcı

2023

Journal of Employment Couns

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“…An alternative model of disability is the charity model, where persons with disability are seen as sufferers who need to be pitied and supported out of kindness, or as directed by a moral calling, such as religion (Retief & Letšosa, 2018; Ware & Schuelka, 2019). The charity model can be observed just a week after the Education Act was tabled in the Victorian parliament.…”

Section: Introductionmentioning

confidence: 99%

Disability and Australian higher education: The case for an Accessible model of disability support

Pitman

Brett

2022

Australian Journal of Education

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This article explores a century and a half of supporting students with disabilities in Australian higher education, spanning the introduction of mass public education legislation in 1872 through to 2022. The article documents the transition from a paradigm in which disability was not integral to universal public instruction to systemic approaches to provision of reasonable adjustments. This transition has opened opportunities for persons with disabilities in some regards yet impedes full inclusion in others. Theoretically, we draw upon multiple paradigms of disability to explore how disability support has evolved in the Australian higher education sector, including ‘charitable’, ‘inspiration porn’, ‘medical’, ‘social’, ‘prosthetic’ and ‘ecological’ models. We offer qualitative and quantitative examples across time to illustrate these evolving paradigms. We then explore an alternative model of disability, which we define as an ‘Accessible’ model of disability support.

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“…Therefore, teachers who are competent in both general and religious sciences are needed (Warsah, Aisa, & Sendi, 2020;Zubaidillah & Nuruddaroini, 2019). Teachers must have a good personality that can be a role model for students (Warsah & Uyun, 2019), and they must have a patient disposition in guiding students especially those with disabilities or those with special needs (Keane, Heinz, & Eaton, 2017;Rillotta & Alexander, 2020;Ware & Schuelka, 2019). Based on the results of a study undertaken by Sabaria (2019) regarding the strategies of Islamic education teachers in improving the psychomotor abilities of autistic students, first, the psychomotor-related competence of autistic students tends to imitate others.…”

Section: Introductionmentioning

confidence: 99%

“…In dealing with children with special needs, care givers including parents and teachers need knowledge of these children and skills in caring for and serving them (Keane et al, 2017;Rillotta & Alexander, 2020;Ware & Schuelka, 2019). Simply speaking, caregivers, parents, and teachers need to know some positive psychologybased knowledge (Warsah, 2020a) so that they can appropriately guide children with special needs.…”

Section: Introductionmentioning

confidence: 99%

Learning Problems of Islamic Education at Sma Lb of Rejang Lebong

Warsah

2020

TJPI

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Children with disabilities have the same rights in terms of education, both general and Islamic religious education. The present study aimed to investigate the main learning problems of Islamic education subject for students with disabilities. This study was conducted at SMA LB of Rejang Lebong. This study applied a descriptive qualitative approach. The Islamic education teacher at this school was engaged as the subject. The data were collected using interview and observation techniques. The data were further analyzed using an interactive model whose elements included data collection, data condensation, data display, and conclusion drawing. This study revealed that there were three main problems in Islamic education learning found at SMA LB of Rejang Lebong. These problems included a lack of teaching staffs (teachers), lack of parental supports, and lack of training provisions for the Islamic education teacher in an effort to help the teacher provide ideal teaching and learning processes for students with special needs. The findings of this study call for immediate solutions to be offered, especially by the school per se and Rejang Lebong’s local government.Keywords: Problems; Islamic education learning; Students with disabilities Abstrak Anak penyandang disabilitas memiliki hak yang sama dalam hal pendidikan, baik pendidikan umum maupun pendidikan agama Islam. Penelitian ini bertujuan untuk mengetahui permasalahan pokok pembelajaran pendidikan Islam bagi siswa disabilitas. Penelitian ini dilakukan di SMA LB Rejang Lebong. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Guru mate pelajaran pendidikan agama Islam di sekolah ini dilibatkan sebagai subjek penelitian. Pengumpulan data dilakukan dengan menggunakan teknik wawancara dan observasi. Selanjutnya, analisis data menggunakan model interaktif yang elemen-elemennya meliputi pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini mengungkapkan bahwa terdapat tiga masalah pokok dalam pembelajaran pendidikan agama Islam di SMA LB Rejang Lebong. Permasalahan tersebut antara lain adalah kurangnya tenaga pengajar (guru), kurangnya dukungan orang tua, dan kurangnya bekal pelatihan bagi guru pendidikan Islam dalam upaya membantu guru untuk memberikan proses belajar mengajar yang ideal bagi siswa berkebutuhan khusus. Temuan studi ini mengundang agar segea ada solusi yang ditawarkan terutama dari sekolah itu sendiri dan pemerintah daerah Rejang Lebong.Kata Kunci: Masalah, Pembelajaran pendidikan agama Islam; Siswa disabilitas

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Constructing ‘disability’ in Myanmar: teachers, community stakeholders, and the complexity of disability models

Cited by 5 publications

References 23 publications

Profession choice processes and career counseling experiences of people with physical disabilities in Turkey

Profession choice processes and career counseling experiences of people with physical disabilities in Turkey

Disability and Australian higher education: The case for an Accessible model of disability support

Learning Problems of Islamic Education at Sma Lb of Rejang Lebong

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