Literaturnachweis - Detailanzeige
| Sonst. Personen | Smagorinsky, Peter (Hrsg.); Tobin, Joseph Jay (Hrsg.); Lee, Kyunghwa (Hrsg.) |
|---|---|
| Titel | Dismantling the disabling environments of education. Creating new cultures and contexts for accommodating difference. |
| Quelle | New York; Bern; Berlin; Brussels; Vienna; Oxford; Warsaw: Peter Lang (2019), VI, 220 S. |
| Reihe | Disability studies in education. 24 |
| Beigaben | Illustrationen |
| Zusatzinformation | Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 978-1-4331-6315-9; 978-1-4331-6316-6 |
| Schlagwörter | Stereotyp; Anpassung; Autismus; Einstellungsänderung; Selbstkonzept; Wahrnehmung; Diagnose; Autismus; Diagnose; Diskurs; Krankheit; Kritik; Psychisch Kranker; Schüler; Sonderschule; Stereotyp; Wahrnehmung; Einstellungsänderung; Russland; Sonderpädagogik; USA; Illinois; Behinderung; Expertensystem; Anpassung; Übergang; Schüler; Lernbedingungen; Lernumgebung; Inklusion; Krankheit; Expertensystem; Soziokulturelle Bedingung; Behinderung; Sonderpädagogik; Hörbehinderung; Sonderschule; Diskurs; Kritik; Praxisbericht; Behinderter; Psychisch Kranker; Wygotskij, Lew Semjonowitsch; Illinois; Russland; USA |
| Abstract | This book challenges assumptions that view people of difference to be "abnormal," that isolate attention to their difference solely in the individual, that treat areas of difference as matters of deficiency, and that separate youth of difference from the mainstream and treat them as pathologized. As outsiders to mainstream special education, the authors of this collection take a more social and cultural perspective that views the surrounding social environment as at least as problematic as any point of difference in any individual. Most of the scholars contributing to this volume work with preservice and inservice teachers and grapple with issues of curriculum and pedagogy. One of the primary audiences we hope to reach with this book is our colleagues and practitioners who have not made special education or disability studies the focus of their careers, but who, like we, are determined to engage with the full range of people who attend schools. (Orig.). Contents: Introduction / Peter Smagorinsky, Joseph Tobin & Kyunghwa Lee -- Theoretical & historical perspectives -- Learning disabilities : theory matters / Curt Dudley-Marling -- Vygotsky, defectology, and the Russian/Soviet approach to human difference / Peter Smagorinsky -- EMIC & autoethnographic perspectives -- Blind & in technicolor : a personal account of adaptation / Gina Marie Applebee -- On becoming a number : lessons learned while adjusting to life with multiple sclerosis / Dottie Bossman -- Challenges of inclusion & practice -- 'There is nothing to do with these girls' : the education of girls with Rett Syndrome? / Usree Bhattacharya -- Confronting my disabling pedagogy : reconstructing an English/language arts classroom as an enabling context / Christopher Bass -- Refusing to become a drifter : a preschooler's resistance to the transition to a special education classroom / Kyunghwa Lee, Jaehee Kwon, & Jooeun Oh -- Negotiating the culture of expertise : experiences of families of children with mild autism and other sensory/behavioral differences / Melissa Sherfinski and Sera Mathew -- Learning from deaf education / Jennifer Hensley, Patrick Graham, and Joseph Tobin -- Schools as asylums : a case study of a girl with OCD / Xiaoying Zhao -- The emotional work of inclusion : living within difference at l'Ecole Gulliver / Gail Boldt and Joseph Michael Valente. |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2021/1 |
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