Legitimating Discrimination Against Students with Disability in School: The Role of Justifications of Discriminatory Behavior

Bastart, Jennifer; Rohmer, Odile; Popa-Roch, Maria-Antoneta

doi:10.5334/irsp.357

Cited by 19 publications

(6 citation statements)

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“…Such a move would not protect successful students with educational accommodations from suffering a backlash effect (Rudman et al, 2012). The teachers would still find themselves drawn into the mechanisms of reproduction of inequalities directly linked to the existence of specialized structures and practices (Bastart et al, 2021; Dornbusch et al, 1996). Yet, special education researchers argue that the implementation of inclusive education goes beyond compensatory measures of repair, rehabilitation, or academic success (Armstrong, 2005; Benjamin, 2002; Lloyd, 2008).…”

Section: Moving Toward Greater Inclusionmentioning

confidence: 99%

“…Since the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994), the inclusion of students with special educational needs within mainstream education has been promoted by governments all over the world (Pit-ten Cate et al, 2018). Political measures supporting this movement aim to improve social participation and respond to the increasing diversity of learners, notably those with special educational needs, yet barriers still remain (Bastart et al, 2021;de Boer et al, 2011;Florian & Spratt, 2013;García-Barrera, 2022). Recent research in social psychology has notably identified several obstacles that restrain inclusive practices toward these students, such as, for example, teachers' attitudes (Desombre et al, 2019(Desombre et al, , 2021Khamzina et al, 2021).…”

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confidence: 99%

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Special Education and Meritocratic Inclusion

et al. 2023

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In this theoretical article we present our hypothesis on the incompatibility of the inclusive education policy toward students with special educational needs with the meritocratic principle of education. If considering and recognizing the needs of these students is necessary to achieve a successful inclusive environment, we propose that this goal cannot be achieved within current educational systems driven by a meritocratic ideology. We base our rationale on social psychology theories such as system justification and backlash to argue that such incompatibility is particularly visible during the evaluation process. Finally, if we provide some incentives toward greater inclusion while considering the diverse contradictions such inclusivity generates, we also invite researchers to further empirically examine these contradictions in order to guide policy makers within their choices.

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Section: Moving Toward Greater Inclusionmentioning

confidence: 99%

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confidence: 99%

Special Education and Meritocratic Inclusion

et al. 2023

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“…For example, to what extent is the contribution of lay beliefs about factors that make a child successful or not at school taken into account when inclusion fails? The involvement of teachers' attitudes and beliefs in the success of inclusion has recently been analyzed through social psychology lenses (Bastart, Rohmer, & Popa‐Roch, 2021; Jury et al, 2021; Rohmer, Palomares, & Popa‐Roch, in press; Vaz et al, 2015). A few studies revealed that teachers' beliefs predict students' academic outcomes (Hornstra, Dedessen, Bakker, Van den Bergh, & Voeten, 2010; Van den Bergh, Denessen, Hornstra, Voeten, & Holland, 2010).…”

Section: Introductionmentioning

confidence: 99%

Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self‐judgement of competence

et al. 2022

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Self-judgement is known to play a crucial role in academic achievement, and as such, may be expected to have an impact on students with dyslexia. Their self-judgements may reflect the negative stereotype of low competence that targets people with disabilities. Their repeated academic failures may lead to a negative association between "school" and "failure". The aim of the present study was to investigate how such factors contribute to academic failure in students with dyslexia. Participants were 183 French middle school students. We assessed students' self-judgement and manipulated the framing of performance tasks so that students completed literacy tasks in both academic and non-academic forms. We expected a detrimental impact of dyslexia on performance in academic but not in nonacademic tasks. We also expected self-judgement to account for this difference. Students with dyslexia perceive themselves as less competent than students without dyslexia. Significantly, structural equation modeling revealed that students with dyslexia performed poorly in academic tasks, compared to students without dyslexia. This

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“…Children with barriers emotional or behavioral disorders unable to have good relations with friends and teachers, behaving or feeling inappropriately, generally they always in a state of unhappiness or depression and a tendency towards physical symptoms such as feeling sick or scared about people or problems at school (Schiltz & Young, 2022). Marketing Management is a managerial and process that makes individuals or groups get what they need and want by creating, offering and exchanging products of value to other parties or activities which involves the delivery of products or services from producers to consumers (Bastart et al, 2021). The objectives and targets of the Pekanbaru State PK-LK SLB Center are: 1) Produce students who are able to compete in the era of globalization and 2) produce students who are able to apply the utilization of science and technology optimally (Deveci Topal et al, 2021) The statement from the Principal is of these 13 applied skills, which have been it can be said that progressing and succeeding is the skill of batik.…”

Section: Introductionmentioning

confidence: 99%

Implementation of IoT-Based Hydroponics for SLB Pembina Pekanbaru students

Yulisman

Rahmalisa

Fikri

et al. 2022

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Special schools are special schools for children with special needs who aims to provide opportunities for children in obtaining education. SLB Pekanbaru Pembina State is a special education and special service (PK-LK) which has goals and targets to a) Produce students who are able to compete in this era of globalization globalization b) Produce students who are able to apply the utilization of science and technology optimally. This school handles students who have mental and physical limitations and intellectuals or called with disabilities, this school is located at Jalan Segar No. 46 Rejosari Village, Tenayan Raya District, Pekanbaru City, was founded by the Ministry of Education and Culture National Education in 1998, the Decree on the Appointment of the Pembina State SLB was issued by Minister of National Education No.13a/O/1998. On January 29, 1998, SLB Negeri The supervisor of Pekanbaru is currently led by Mr. Moelya Eko Suseno, S.Kom, M.TI, M.Pd. This school has teacher educators from graduates of Special Education (S1, S2 and even S3) the current number of SLB teachers is 55 people (all majors of visual impairment), administrative staff 7 people. For students from the level (SDLB, SMPLB and SMALB) totaling 367 people (all disabilities). The development of the Pekanbaru Pembina State SLB from year to year experienced an increase, especially in the students, then the infrastructure, facilities and infrastructure other infrastructure. This SLB is in accordance with its vision and mission to prioritize student independence, then the Pembina SLB program is prioritized on student skills. If in percentage then, Academic (30%) and Skills (70%). To achieve goals, targets, With this vision and mission, it is necessary to develop skills for SLB students. The problems contained in the Pembina State SLB Pekanbaru are: 1) The results of the Agricultural skills are not maximized, 2) Agricultural skills are not yet based on IT and 3) Lack of knowledge of teachers and students related to IT-based Product Marketing Management. Based on these problems, the solutions offered include: 1) Will be carried out guidance to increase students' knowledge in agricultural skills, 2) Will implement IoT-based Hydroponic plant cultivation and 3) provide counseling, training and guidance to students how to do management marketing of products produced with IT.

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Legitimating Discrimination Against Students with Disability in School: The Role of Justifications of Discriminatory Behavior

Cited by 19 publications

References 37 publications

Special Education and Meritocratic Inclusion

Special Education and Meritocratic Inclusion

Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self‐judgement of competence

Implementation of IoT-Based Hydroponics for SLB Pembina Pekanbaru students

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