Family Portraits: Past and Present Representations of Parents in Special Education Text Books

Autor/inn/en	Ferguson, Dianne L.; Ferguson, Philip M.; Kim, Joanne; Li, Corrine
Titel	Family Portraits: Past and Present Representations of Parents in Special Education Text Books
Quelle	In: International Journal of Inclusive Education, 17 (2013) 12, S. 1326-1341Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2013.826293
Schlagwörter	Forschungsbericht; Disabilities; Special Education; Textbooks; Textbook Content; Teacher Education; Special Education Teachers; Inclusion; Family School Relationship; Teacher Attitudes; Attitude Change; Comparative Analysis; Ideology; Educational Legislation; Federal Legislation; Civil Rights; Social Justice; Parents; Parent Role + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Lehrerausbildung; Lehrerbildung; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Inklusion; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Ideologie; Bildungsrecht; Schulgesetz; Bundesrecht; Bürgerrechte; Grundrechte; Zivilrecht; Soziale Gerechtigkeit; Eltern; Parental role; Elternrolle
Abstract	This paper analyses the descriptions of families of children with disabilities as contained in introductory special education texts over the last 50 years. These text books are typically used in pre-service teacher education courses as surveys of the education of "exceptional children". The textbooks reflect the mainstream professional assumptions of the era about topics such as disability, special education, inclusion, and family/school linkages. However, they also shape the assumptions of the next generation of educators about these same topics. The paper summarises the results of a qualitative document analysis of a sample of these textbooks from two different eras. The paper compares and contrasts how the representations of families by leading scholars in special education have changed over time. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10