Successful schooling for pupils with intellectual disabilities: the demand for a new paradigm

Gustavsson, Anders; Kittelsaa, Anna M.; Tøssebro, Jan

doi:10.1080/08856257.2017.1328329

Cited by 7 publications

(5 citation statements)

References 32 publications

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“…Education and higher education are also contexts with specific barriers that are meant to exclude those who are not recognised as fit for education and those who do not pass their exams [11]. There is therefore limited interest in individual accommodation in higher education and students in primary and secondary education, if categorised as students with special needs, often do not receive individual accommodation as learners [12].…”

Section: Access To Education and Researchmentioning

confidence: 99%

The Particular and the Universal. Reflections on Knowledge Production, Human Diversity and Human Rights in Universal Design

Lid

2023

Design for Inclusion

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This article discusses universal design as a concept and strategy in light of human diversity. Inspired by the German-American philosopher Hannah Arendt, plurality is understood as a condition of humanity. From this recognition of human diversity, the term ‘universal’ is analysed, focusing on the ambivalences inherent in the concept. I argue that universal design, as a human rights concept, must respond to human plurality and avoid the ableist risk of excluding persons and groups of people, when implementing universal design strategies. Interdisciplinary knowledge, education and skills are important for the practice of universal design. According to Article 4 of the Convention On The Rights Of Persons With Disabilities (CRPD), new research is needed to apply universal design strategies in different contexts. I then focus on disabling barriers in education and research. I conclude by arguing for developing a culture of access and embedding universal design strategies in disability research recognising the socio-cultural aspects and human plurality.

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Section: Access To Education and Researchmentioning

confidence: 99%

The Particular and the Universal. Reflections on Knowledge Production, Human Diversity and Human Rights in Universal Design

Lid

2023

Design for Inclusion

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“…Prípadne sa dá táto skutočnosť vysvetliť aj tzv. efektom vtáka Dodo (Gustavsson et al, 2017), podľa ktorého pozitívne výsledky môžu byť spôsobené všeobecnými faktormi, ktoré sú prítomné vo všetkých intervenciách, a ktoré boli teda prítomné, aj keď spoluautorka zadávala kontrolnej skupine dotazníky pred a po intervencii, ktorej sa nezúčastnili. Bola však s nimi v interakcii.…”

Section: Diskusiaunclassified

“…Hoci je celkovo štúdií mentálneho postihnutia a súcitu málo, veľká väčšina z nich sa venovala vplyvu intervencie všímavosti na úroveň súcitu (Chapman et al, 2013). Z podrobného prehľadu intervencií pre žiakov s mentálnym postihnutím vyplynulo, že väčšina štúdií uvádzala pozitívne výsledky pre rôzne intervencie (Gustavsson, Kittelsaa, & Tøssebro, 2017). Podobne Currie et al (2019) zistili, že mentálne postihnutie a ani nie úplné porozumenie intervencii a jej cieľom nie je na prekážku participantom s mentálnym postihnutím, aby mali z intervencie benefit a dokonca v dôsledku nej sa cítili viac súcitní k sebe i druhým a viac sebavedomí.…”

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Efekt tréningu zameraného na emócie pre sebasúcit a sebaobranu pre žiakov s ľahkým mentálnym postihnutím

Huťťová¹,

Halamová²

2020

Studia paedagogica

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Zatiaľ čo sebasúcit sprevádzajú podporné, láskavé myšlienky k sebe, sebakritickosť sa vyznačuje negatívnymi, kritickými myšlienkami, pocitmi zlyhania a nedostatočnosti. Cieľom tejto výskumnej štúdie bolo zistiť efekt intervencie Tréningu zameraného na emócie pre sebasúcit a sebaobranu na úroveň sebakritickosti a sebasúcitu u žiakov s ľahkým mentálnym postihnutím. Nášho výskumu sa zúčastnilo 36 participantov, z toho 19 participantov z intervenčnej skupiny, u ktorých prebiehala 3mesačná intervencia, a 17 participantov z kontrolnej skupiny, u ktorých sme intervenciu nevykonali. Všetci respondenti mali ľahký stupeň mentálneho postihnutia a navštevovali Špeciálnu základnú školu na Slovensku. Dáta sme získavali dotazníkmi (Škála sebasúcitu a Škála foriem sebakritickosti a sebapotvrdenia) na začiatku intervencie a po jej skončení. Výsledky ukazujú, že v prípade sebakritických dimenzií bola intervencia účinná, nakoľko sa v intervenčnej skupine v porovnaní s kontrolnou skupinou miera sebakritickosti po intervencii znížila. V prípade sebasúcitu musíme konštatovať, že sa sebasúcit zvýšil aj v intervenčnej, aj kontrolnej skupine, takže nemožno povedať, že intervencia bola účinná.

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“…The content offered to this group in Norway and internationally (Ware, 2014) is underresearched, aligning with a global trend in educational policy discourse on learning in which content seems to disappear (Deng, 2018). Discussing schooling for pupils with ID, a new paradigm of intervention research is called for (Gustavsson et al, 2017), as are philosophical understandings connecting to the broader purposes of education (Gallagher, 2017, p. 488;Nilholm, 2017, p. 490).…”

Section: Introductionmentioning

confidence: 99%

Aiming for (What) Capabilities? An Inquiry into School Policy for Pupils with Intellectual Disabilities

Moljord

2020

Scandinavian Journal of Educational Research

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While entitled to education, the curriculum for pupils with intellectual disabilities (ID) remains unresolved. In a time of curriculum renewal, this study inquires into Norwegian school policy in the period 2014-2018 to evaluate this learner group's course of study.Attentiveness to special education and curricular approach are discussed through content analysis of school policy documents. The findings show sparse special needs education guidelines and academic mainstreaming. Content related to developing pupils' communication, practical and social skills may be marginalised, risking depriving pupils with ID of skills for adaptive functioning and flourishing. Applying capability as an evaluative lens, this study makes a normative contribution to discuss what to aim for in a school for all and suggests directions for course changes.

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Successful schooling for pupils with intellectual disabilities: the demand for a new paradigm

Cited by 7 publications

References 32 publications

The Particular and the Universal. Reflections on Knowledge Production, Human Diversity and Human Rights in Universal Design

The Particular and the Universal. Reflections on Knowledge Production, Human Diversity and Human Rights in Universal Design

Efekt tréningu zameraného na emócie pre sebasúcit a sebaobranu pre žiakov s ľahkým mentálnym postihnutím

Aiming for (What) Capabilities? An Inquiry into School Policy for Pupils with Intellectual Disabilities

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