Literaturnachweis - Detailanzeige
| Autor/in | Nordmann, Nancy |
|---|---|
| Titel | The marginalisation of students with learning disabilities as a function of school philosophy and practice. |
| Quelle | In: Journal of moral education, 30 (2001) 3, S. 273-286Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 21 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0305-7240 |
| Schlagwörter | Fallstudie; Einstellung (Psy); Kind; Schule; Schüler; Lernbehinderung; Ethik; Ethische Erziehung; Verantwortung; Diskriminierung; Behinderung; Außenseiter; USA |
| Abstract | Advocacy on behalf of students with learning disabilities in schools that do and do not acknowledge learning disabilities reveals a dynamic that can be active in both settings. This dynamic is one of student marginalisation in favour of institutional empowerment. Affording voice to students and responding to students' voice is requisite of education that is moral. Schools that practise student marginalisation abrogate moral responsibility incumbent upon them. Illustrations of margnalisation using material derived from advocacy activity on behalf of two learning-disabled students voicing opposing needs and attending schools with diametrically different philisophies toward learning disability are presented. Descriptive material provided is also used to illustrate a structure of institutional responsiveness revealed by advicacy activities. (DIPF/orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2003_(CD) |
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