Identifying Obstacles and Opportunities for Inclusion in the School Curriculum for Children Adopted from Overseas: Developmental and Social Constructionist Perspectives

Autor/inn/en	Sempowicz, Tracey; Howard, Judith; Tambyah, Mallihai; Carrington, Suzanne
Titel	Identifying Obstacles and Opportunities for Inclusion in the School Curriculum for Children Adopted from Overseas: Developmental and Social Constructionist Perspectives
Quelle	In: International Journal of Inclusive Education, 22 (2018) 6, S.606-621 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sempowicz, Tracey) ORCID (Howard, Judith) ORCID (Tambyah, Mallihai) ORCID (Carrington, Suzanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1390004
Schlagwörter	Foreign Countries; Barriers; Inclusion; Children; Adoption; Child Development; Trauma; Social Influences; Qualitative Research; Focus Groups; Case Studies; National Curriculum; Developmental Stages; Emotional Response; Assignments; Grounded Theory; Genealogy; Family Life; Autobiographies; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Child; Kind; Kinder; Kindesentwicklung; Sozialer Einfluss; Qualitative Forschung; Case study; Fallstudie; Case Study; Emotionales Verhalten; Assignment; Auftrag; Zuweisung; Ahnenforschung; Genealogie; Autobiography; Autobiografie; Autobiographie; Australien
Abstract	In Australia, teachers are expected to teach a diverse range of students, including children adopted from overseas who have experienced attachment disruption and complex trauma early in life. International research identifies the potential vulnerability of this minority group at school. However, teachers' backgrounds, knowledge and experience, as well as curriculum policies and school practices, may influence how teachers respond to the diverse needs of these children. Drawing on examples from a qualitative study which used focus group interviews and a multi-case study of 10 adoptive families, this article applies developmental and social constructionist perspectives to analyse the potential impact some common curriculum units may have on these children's experiences of school. This paper reports on the way in which various units in the Australian Curriculum may provide obstacles and opportunities for inclusion, with particular examples provided from the English and History Curriculum. Findings show there is a need for greater awareness, understanding and sensitivity in teaching approach, as well as flexibility in teachers' professional agency and discretion in the selection of resources when responding to the educational needs of intercountry adoptees. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01