Educators’ evaluations of children's ideas on the social exclusion of classmates with intellectual and learning disabilities

Nowicki, Elizabeth; Brown, Jason; Dare, Lynn

doi:10.1111/jar.12356

Cited by 15 publications

(11 citation statements)

References 34 publications

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“…He goes on to express the importance of utilizing a social theory, and explaining "what we did with it and … whether it worked or not" (p. 88). A number of scholars have applied cds to their studies of early childhood 'inclusive' classrooms (Nowicki, Brown, & Dare, 2018;Burke, 2015;Watson, Millei, & Petersen, 2015;Naraian, 2011;Orsati, 2014;Wiebe Berry, 2006). These studies highlight what a cds framework allowed the researchers to understand about dis/ability in the early childhood inclusive classroom.…”

Section: Critical Disability Studies: Encounters With Early Childhoodmentioning

confidence: 99%

Critical Disability Studies and ‘Inclusive’ Early Childhood Education: The Ongoing Divide

Eilers

2020

J. Disabil. Stud. Educ.

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Critical Disability Studies (cds) provokes the field of early childhood ‘inclusion’ to reflect on its own complex history in order to identify how ableism has played a central role in the field’s development. However, the fields of early childhood ‘inclusive’ education and cds remain largely distinct. This paper explores the ongoing separation between these fields in the context of the United States. I begin by providing a brief overview of the history of cds and early childhood ‘inclusive’ education as distinct fields. Then, I discuss the divide between these two fields, analyzing their contemporary states, and describing the factors that facilitate the distance between them.

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Section: Critical Disability Studies: Encounters With Early Childhoodmentioning

confidence: 99%

Critical Disability Studies and ‘Inclusive’ Early Childhood Education: The Ongoing Divide

Eilers

2020

J. Disabil. Stud. Educ.

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“…This sequential application of MDS and cluster analysis is common in behavioural research. [33][34][35] On the two-dimensional map, the horizontal axis is the axis that most separates the recommendations in X-dimensional space. Given that our data points are rankings of importance, this access will represent the importance of Open access implementing the recommendation in the given country income group.…”

Section: Graphical Representationmentioning

confidence: 99%

Global PRoMiSe (Perioperative Recommendations for Medication Safety): protocol for a mixed-methods study

et al. 2020

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IntroductionMedication errors (MEs), which occur commonly in the perioperative period, have the potential to cause patient harm or death. Many published recommendations exist for preventing perioperative MEs; however, many of these recommendations conflict and are often not applicable to middle-income and low-income countries. The goal of this study is to develop and disseminate consensus-based recommendations for perioperative medication safety that are tailored to country income level.Methods and analysisThe primary site of this mixed-methods study is Massachusetts General Hospital/Harvard Medical School. Participants include a minimum of 108 international medication safety experts, 27 from each of the World Bank’s four country income groups (high, upper-middle, lower-middle and low-income). Using the Delphi method, participants will rate the appropriateness of candidate medication safety recommendations by completing online surveys using RedCAP. We will use Condorcet ranking methods to prioritise the final recommendations for each country income group. We will execute a comprehensive dissemination strategy for the recommendations across each country income group. Finally, we will conduct semistructured interviews with our participants to evaluate the initial adoption and implementation of the recommendations in each country income group.Ethics and disseminationThis study was approved by the Human Research Committee/Institutional Review Board at Partners Healthcare (2019P003567). Findings will be published in peer-reviewed journals and presented at local and international conferences.Trial registration numberNCT04240301.

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“…This interpretation of his behavior was likely to have contributed to Luke's perception of himself as an inadequate student. Luke felt some of the social exclusion experienced by many people with learning disabilities (Nowicki, Brown, & Dare, ; Statistics Canada, ).…”

Section: What Motivates Emergent Writers?mentioning

confidence: 99%

Loving Care and Funky Pens: Motivating Young Writers

Julien¹

2017

The Reading Teacher

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How can teachers boost motivation and interest in writing when a student has disengaged from writing? This article looks at the case of a student with sensory and social challenges who lost interest in writing. Possible reasons for the loss of interest are explored through the elements that contribute to motivation for learning and for writing. Suggestions are presented for engaging young writers and piquing their interest in writing.

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Educators’ evaluations of children's ideas on the social exclusion of classmates with intellectual and learning disabilities

Abstract: Educators indicated that children need to be better informed about intellectual and learning disabilities. Limitations and implications are discussed.

Cited by 15 publications

References 34 publications

Critical Disability Studies and ‘Inclusive’ Early Childhood Education: The Ongoing Divide

Critical Disability Studies and ‘Inclusive’ Early Childhood Education: The Ongoing Divide

Global PRoMiSe (Perioperative Recommendations for Medication Safety): protocol for a mixed-methods study

Loving Care and Funky Pens: Motivating Young Writers

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