Physical and Social Organization of Space in a Combined Credential Programme: Implications for Inclusion

Autor/in	Young, Kathryn S.
Titel	Physical and Social Organization of Space in a Combined Credential Programme: Implications for Inclusion
Quelle	In: International Journal of Inclusive Education, 12 (2008) 5-6, S.477-495 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Teacher Education; Human Geography; School Buildings; Special Education; Space Utilization; General Education; Educational Environment; Disabilities; Racial Differences; Ethnicity; Language Usage; Special Education Teachers; Social Attitudes; Social Influences; Campuses; Accessibility (for Disabled); Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Humangeografie; School building; Schulgebäude; Special needs education; Sonderpädagogik; Sonderschulwesen; Raumnutzung; Allgemein bildendes Schulwesen; Allgemeinbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Handicap; Behinderung; Rassenunterschied; Ethnizität; Sprachgebrauch; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Social attidude; Soziale Einstellung; Sozialer Einfluss; Accessibility; Zugänglichkeit; Ausland; Großbritannien
Abstract	Social geography brings a new perspective to understanding longstanding separation between general and special education in higher education. This paper uses methods from social geography to consider how the structures and processes of space function to maintain longstanding divisions between general and special education in a US teacher education programme that strives towards inclusivity. This intensive ten-month qualitative case study includes mapping, observations, and interviews to understand better the physical and social space in a teacher education building. Results indicate not only separation between disability and typicality in the department, but also boundary lines drawn around race, ethnicity, and language in relation to special and general education teacher education. (Contains 1 figure and 12 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10