Kinds of Participation: Teacher and Special Education Perceptions and Practices of "Inclusion" in Early Childhood and Primary School Settings

Autor/inn/en	Macartney, Bernadette; Morton, Missy
Titel	Kinds of Participation: Teacher and Special Education Perceptions and Practices of "Inclusion" in Early Childhood and Primary School Settings
Quelle	In: International Journal of Inclusive Education, 17 (2013) 8, S.776-792 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2011.602529
Schlagwörter	Inclusion; Elementary School Teachers; Early Childhood Education; Special Education; Teacher Attitudes; Parent Attitudes; Disabilities; Foreign Countries; Criticism; Sociocultural Patterns; Ethics; Political Influences; Reggio Emilia Approach; Teaching Methods; Listening; Interviews; Discourse Analysis; Personal Narratives; New Zealand + Suchen Sie Ihr Suchwort? Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerverhalten; Elternverhalten; Handicap; Behinderung; Ausland; Kritik; Soziokulturelle Theorie; Ethik; Political influence; Politischer Einfluss; Reggio-Pädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Hörvorgang; Zuhören; Interviewing; Interviewtechnik; Diskursanalyse; Erlebniserzählung; Neuseeland
Abstract	This paper presents narratives from two parents about the exclusion of their disabled children within early childhood and primary school settings. Interpretations of particular "kinds of participation" that appear to be accepted as inclusive are explored. We argue that these interpretations have disabling effects on the children's learning and participation. We critique participation that is interpreted as "presence", "fitting in", and "irrelevant or unimportant". New Zealand curriculum documents [Ministry of Education. 1996. "Te Whäriki: Early childhood curriculum. Te Whäriki matauranga mo nga mokopuna o Aotearoa." Wellington: Learning Media; Ministry of Education. 2007. "The New Zealand curriculum." Wellington: Learning Media.] are briefly considered with regard to their socio-cultural views of learning, teaching, and participation and their positioning of disabled learners. A "pedagogy of listening" (POL), based on a critical, ethical, and political approach to learning and teaching, is presented as an alternative to deficit approaches to learning and participation [Dalhberg, G., and P. Moss. 2005. "Ethics and politics in early childhood education." London: Routledge; Rinaldi, C. 2006. In dialogue with Reggio Emilia: Listening, researching and responding. In "Contesting early childhood series," eds G. Dalhberg and P. Moss. London: Routledge]. POL and narrative approaches to assessment are considered in relation to their implications for inclusive New Zealand pedagogy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10