Through the Eyes of the Institution: A Critical Discourse Analysis of Decision Making in Two Special Education Meetings

Rogers, Rebecca

doi:10.1525/aeq.2002.33.2.213

Cited by 41 publications

(30 citation statements)

References 15 publications

(8 reference statements)

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“…Yet, it has largely studied views on disability as derived from closed-form questionnaires and structured interviews using various attitude-scales (Antonak and Livneh 2000). In contrast, there are only few studies examining the way people with disabilities are represented in adults' (Ferri et al 2005;Rogers 2002;Stamou and Padeliadu 2009) or children's texts (Magiati, Dockrell, and Logotheti 2002). Although these studies do not necessarily conclude to quantitative results, they are significant since they are in tune with contemporary social constructionist approaches which see attitudes, perceptions, and identities not as frozen but as dynamic entities (re)structured through discourse (Antaki and Widdicombe 1998;Cheshire 2000).…”

Section: Introductionmentioning

confidence: 99%

A comparative study of representations about disability in primary school children's drawings: a sociosemiotic approach

et al. 2013

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Over the past few years, perceptions about disability Á at least at the theoretical level Á have been shifted toward a more progressive approach, which stresses the social aspects of the construction of disability (social model) rather than personal limitations, as supported by the traditional disability approach (medicalÁ individual model). Drawing upon the sociosemiotic approach as developed by Kress and van Leeuwen, the present study examines from a comparative perspective the representations about disability and people with disabilities, as emerging from the drawings produced by 4th grade Greek primary school children. The sample consists of two groups of children. Group A does not share the same school environment with schoolchildren with special education needs, while group B shares the same school surroundings with students attending a special education needs School. The comparative analysis of their drawings indicates that children of both groups reproduce the dominant meanings they receive from their direct social environment.

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Section: Introductionmentioning

confidence: 99%

A comparative study of representations about disability in primary school children's drawings: a sociosemiotic approach

et al. 2013

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“…Related to power, other studies have demonstrated the disproportionate authority of certain school professionals in making special educational decisions as compared to other school professionals and parents. For example, Rogers (2002) studied the discourse used by school professionals and the parent of one student with a disability across two IEP meetings and found that school professionals all but forced the parent and child to make a decision that the school professionals believed to be best, rather than providing information for the parent and child to formulate their own conclusion.…”

Section: Idea and Family Involvementmentioning

confidence: 99%

IDEA and Family Involvement

Öztürk¹

2017

International Journal of Educational Research Review

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Individuals with Disabilities Education Act (IDEA) gives many rights to parents with special needs in terms of involvement and participation. Given the importance of family involvement in the special education process, and federal legislation that increasingly mandated and supported such involvement over time, considerable research has focused on the multiple ways that relationships between schools and families in the special education decision making process have played out. Educational professionals should create a positive climate for CLD families so that they feel more comfortable and therefore are able to participate more authentically and meaningfully.

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“…It is most painful and confusing for children and parents to be exposed to such unconnected descriptions. Using critical discourse analysis, Rogers (2002) discovered some of the contradictions parents are confronted with when teachers or other professionals cannot integrate different aspects of assessment. For example, a specific student characteristic (literacy skills) could well be described as a deficit in one setting (such as a student in sixth grade reading at a third grade level) but be seen as a strength in another, if that student is one of the top readers in the special class (p. 224).…”

Section: Relevance For Inclusive Educationmentioning

confidence: 99%

Teachers’ ability to assess students for teaching and supporting learning

Hollenweger

2011

Prospects

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Over the last decade, the pressure has increased for teachers to facilitate the best possible learning for all children. States collect much information to ensure that schools are accountable to all students. But is this information helping to improve provision for a diverse student population in inclusive settings? It is well established that teachers' attitudes and beliefs influence students' learning. Research evidence also shows that teachers seem to face particular difficulties in trying to understand students who have a disability or are performing poorly. Teacher education could contribute more substantially towards helping teachers to adequately understand those student characteristics most relevant to learning. This article presents a model to help understand the complex competency required to assess students adequately. It is suggested that introducing teachers to a functional language for describing disability could help teachers to focus on enabling learning and development rather than labelling.

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Through the Eyes of the Institution: A Critical Discourse Analysis of Decision Making in Two Special Education Meetings

Cited by 41 publications

References 15 publications

A comparative study of representations about disability in primary school children's drawings: a sociosemiotic approach

A comparative study of representations about disability in primary school children's drawings: a sociosemiotic approach

IDEA and Family Involvement

Teachers’ ability to assess students for teaching and supporting learning

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