Teaching about disability: an ethical responsibility?

McLean, Margaret

doi:10.1080/13603110802377649

Cited by 17 publications

(7 citation statements)

References 20 publications

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“…This was provoked when he began to understand the experience of behavior change procedures from the perspective of those subjected to them. Similar jolting realizations have been reported when adult learners become aware of the effects of ableism (McLean, 2008). The recognition of disability as a feature of ordinary human existence changes and challenges earlier conceptualizations of disability as personal tragedy and loss.…”

Section: Effect Of Contact On Ableist Understandings Of Disabilitymentioning

confidence: 61%

Getting to know you: The prospect of challenging ableism through adult learning

McLean

2011

New Dir Adult Contin Educ

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Section: Effect Of Contact On Ableist Understandings Of Disabilitymentioning

confidence: 61%

Getting to know you: The prospect of challenging ableism through adult learning

McLean

2011

New Dir Adult Contin Educ

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“…Indeed, educationalists have begun to employ something akin to discomforting pedagogy to challenge ableist assumptions (McLean 2008). The work of Hughes (2012, 75), and others, might support the development of pedagogy that scrutinizes the 'emotional arsenal' of 'fear, pity and disgust' deployed to construct the 'Other', encouraging students to enter a more productive state/phase that embraces, rather than denies the vulnerability of the embodied self (Beckett 2006;Shildrick and Price 2005).…”

Section: 'Education That Changes Students and Society' (Pedagogy 3)mentioning

confidence: 99%

Anti-oppressive pedagogy and disability: possibilities and challenges

Beckett

2013

Scandinavian Journal of Disability Research

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This article connects theories of 'anti-oppressive education' with Disability Studies perspectives. It outlines and critically analyses a typology of three possible pedagogies for teaching about disability as a form of oppression and disrupting the relations in which disability resides. This typology is employed to examine the approach UK schools are currently recommended to take to teaching about disability. It is concluded that UK schools are being advised to take an approach that whilst at best benign is insufficiently radical. The article explores the potential of and for more 'radical' approaches, opening up new avenues for a transformative 'post-Critical Pedagogy' that seeks to unshackle the possibilities for what a life can be/do and where a life might go.

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“…The teachers expressed both positive and negative opinions about IE. According to Ralejoe (2016) and McLean (2008), factors that influenced teachers' perceptions of IE included the type and severity of disability, prior contact with learners with disabilities, teacher experiences with IE, administrative support, training in special education or IE, in-service training, and the presence of support staff.…”

Section: Problem Statement and Literature Reviewmentioning

confidence: 99%

Teachers' views on inclusive education for secondary school visually impaired learners: An example from Lesotho

Ralejoe

2019

Journal of Education

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In this article I consider the views of teachers and their experiences relating to their teaching of heterogeneous learners (including some who are visually impaired) in a secondary mainstream school in Lesotho. Data was collected using focus group discussions. Two groups were formed, one consisting of four regular/mainstream teachers and the other of four support teachers. Data was analysed thematically, and the results showed that, generally, teachers preferred mainstream schooling for children with visual impairment, although resource challenges prompted them to think about special schools as alternatives in extremely under-resourced schools. The Basotho culture of communalism seemed to have played a big role in teachers' obligations to take care of all children without discrimination. Furthermore, the educational success of learners with visual impairment appeared to be a motivation for the teachers. However, they reported some challenges such as the shortage of equipment and support staff, an examination-orientated curriculum, and a hostile infrastructure. It is recommended that these be addressed by the concerned parties in order to improve inclusive education for the benefit of teachers and learners (with and without visual impairment) in the school concerned.

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Teaching about disability: an ethical responsibility?

Cited by 17 publications

References 20 publications

Getting to know you: The prospect of challenging ableism through adult learning

Getting to know you: The prospect of challenging ableism through adult learning

Anti-oppressive pedagogy and disability: possibilities and challenges

Teachers' views on inclusive education for secondary school visually impaired learners: An example from Lesotho

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