Students negotiating the borders between general and special education classes: an ethnographic and participatory research study

Riitaoja, Anna-Leena; Helakorpi, Jenni; Holm, Gunilla

doi:10.1080/08856257.2019.1572093

Cited by 9 publications

(5 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Finally, ethnography foregrounds the power of the ‘micro’ to instantiate the ‘macro’ – that is, how everyday stories, anecdotes and recorded observations of seemingly trivial matters can display telling traces of legislation, policy and practice (Riitaoja et al, 2019). As Thomson et al, (2010) argue, policy ‘is articulated and re‐written in a myriad of local settings all of which have their own ongoing tangle of histories, competing narratives, mores, teleologies and actors’ (p.639).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Rethinking family (dis)engagement with augmentative & alternative communication

Doak

2021

Research in Spec Educ Needs

View full text Add to dashboard Cite

Augmentative and Alternative Communication (AAC) is a core component of special education for many children with learning disabilities and/or autism who have minimal or no speech. Much literature focuses on implementation of AAC in the classroom or therapy setting, but less is known about how AAC is used in the family home. Few studies are authored by an AAC parent/researcher with reflection on positionality, power and the advantages conferred by 'insider' status. This paper addresses this gap by exploring the perspectives of five families of minimally verbal children on the place of AAC in their child's home communication. Semi-structured family interviews were transcribed and subjected to Thematic Analysis. Formal AAC practices such as Picture Exchange Communication System (PECS) and Makaton were found to play a limited role in the children's home communication. Findings indicate three possible explanations: the emotional and relationship-building dimensions of family communication; the competing priorities of family life with a disabled child; and the child's existing multimodal communication strategies including the use of household objects. These findings offer a preliminary starting point for understanding the emic perspectives of AAC families and reasons for their convergence/divergence with professional attitudes to AAC, and warrant further investigation in larger-scale studies.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

Rethinking family (dis)engagement with augmentative & alternative communication

Doak

2021

Research in Spec Educ Needs

View full text Add to dashboard Cite

show abstract

“…In Sweden, to avoid segregation, the model of 'A school for all' has been put into practice (Lindqvist and Nilholm, 2013, p. 98). This approach is also endorsed in Finland, where the right to educational success, individual and flexible support, and a sense of belonging are stated in both the Basic Education Act 628/1998 and the core curriculum for Basic Education 2014 (Riitaoja et al, 2019).…”

Section: The Blurred Boundaries Of Inclusive Education In Practicementioning

confidence: 99%

Inclusive education and the law in Ireland

Murphy

Thompson

Doyle

et al. 2022

International Journal of Law in Context

View full text Add to dashboard Cite

By ratifying the UN Convention on the Rights of Persons with Disabilities (CRPD) in 2018, Ireland has undertaken inter alia the obligation to implement ‘an inclusive education system at all levels and lifelong learning’, as required by Article 24. However, concerns have been repeatedly expressed about the practice of inclusive education in Ireland in terms of admission policies, funding, school choice and reduced timetabling. This paper investigates whether, and to what extent, the current approach to special educational needs (SEN) in Ireland complies with the aim of ensuring an inclusive educational system in which children with disabilities are valued and empowered. Ireland is an interesting case-study due to its history of marginalisation of children with disabilities and its relatively recent engagement with the concept of inclusive education. By using a socio-legal approach, drawing on qualitative interviews with key stakeholders in education combined with a legal analysis of relevant primary and secondary sources, it examines the current practices relating to the education of children with disabilities in Ireland.

show abstract

“…Investigadores como Riitaoja et al (2019) evidenciaron que los estudiantes tienen una percepción negativa de las clases de apoyo debido a la falta de contenidos académicos que se impartían en ellas y a la división entre las clases regulares y las clases de apoyo. Sandoval et al (2019) relacionan esta práctica con el modelo médico-terapéutico, concibiendo el aula de apoyo como un recurso diseñado exclusivamente para alumnado con DI.…”

Section: Otros Agentes Clave En La Inclusión De Personas Con Discapacidad Intelectualunclassified

Barreras y facilitadores para la inclusión educativa de personas con discapacidad intelectual

Carmona

Moriña

2021

View full text Add to dashboard Cite

El propósito de este estudio es analizar las barreras y ayudas que 32 personas con discapacidad intelectual (DI), escolarizadas en centros ordinarios, han identificado en su trayectoria escolar. Las autoras realizaron un estudio cualitativo basado en los supuestos de la investigación inclusiva con adultos españoles con DI. Se recogieron los datos mediante entrevistas individuales y fueron analizados a través de un sistema de categorías y códigos. En el análisis colaboraron activamente los participantes en la investigación. Los resultados muestran que las barreras y las ayudas que se encontraron las personas con DI estaban relacionadas con el perfil docente, el currículo, las relaciones sociales con los compañeros y otros agentes, como la familia y los equipos directivos de los centros educativos. Como principal conclusión sobresale que la práctica docente y la relación con los iguales son fundamentales y pueden llegar a actuar tanto como barrera cuanto como ayuda. Como recomendaciones se plantean la necesidad de que los docentes se comprometan con la enseñanza de contenidos funcionales, el uso de metodologías activas y centradas en el alumnado, así como con actuaciones para promover las relaciones sociales entre el alumnado.

show abstract

Students negotiating the borders between general and special education classes: an ethnographic and participatory research study

Cited by 9 publications

References 21 publications

Rethinking family (dis)engagement with augmentative & alternative communication

Rethinking family (dis)engagement with augmentative & alternative communication

Inclusive education and the law in Ireland

Barreras y facilitadores para la inclusión educativa de personas con discapacidad intelectual

Contact Info

Product

Resources

About