Deweyan Educational Philosophy in Occupation-Centered Curricula

Coppola, Susan

doi:10.1007/978-94-007-4429-5_16

Cited by 6 publications

(2 citation statements)

References 12 publications

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“…The common thread in Kai and Evy's experiences is that they center around the significance of human connections in relation to inclusion and disability. Disability-accessibility and inaccessibility-is constituted in the social relational space (Titchkosky 2011), and humans learn through experience and connections with others (Coppola 2013;Wright-St Clair & Smythe 2013). Kai experienced through interactions with others that his 'unthinkingness' of disability and inclusion practices had surfaced.…”

Section: Lecturers' Un/awareness Of the Student Diversitymentioning

confidence: 99%

“…His memories of the past and his imagining of how to act to create a positive outcome for the student group in the future were brought together in the present. Joakim was sensitive to the environment, adapted to the responses of the students in the situations they were in together, and used his creativity (Coppola 2013). The aim was to find solutions that would ensure that the group would reach its full potential.…”

Section: The Use Of Life Experiences To Create An Inclusive Learning mentioning

confidence: 99%

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Lecturers’ Teaching Experiences with Invisibly Disabled Students in Higher Education: Connecting and Aiming at Inclusion

Svendby

2020

Scandinavian Journal of Disability Research

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This qualitative study is positioned in critical disability studies and explores lecturers' teaching experiences with invisibly disabled students. Five lecturers in the Norwegian higher education sector were interviewed. The study uses a transactional perspective and a relational approach to disabilities. The participants experienced a lack of institutional guidelines, formal training in inclusive practice, and access to pedagogical resources. Their diversity awareness increased over time through connections and interactions. In turn, new insights led them to transformative change by creatively exploring approaches and teaching methods which, in their perception, had an inclusive effect. The study recommends that all institutions of higher education embrace their formal responsibility of accessibility by providing academic staff with clear guidelines and obligatory training in inclusive practice to ensure a fair and coherent educational program. They are also encouraged to establish an online platform dedicated to inclusive practice that will serve as a pedagogical resource bank.

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Section: Lecturers' Un/awareness Of the Student Diversitymentioning

confidence: 99%

Section: The Use Of Life Experiences To Create An Inclusive Learning mentioning

confidence: 99%