Bad, Mad and Sad: Developing a Methodology of Inclusion and a Pedagogy for Researching Students with Intellectual Disabilities

Autor/in	Snelgrove, Sue
Titel	Bad, Mad and Sad: Developing a Methodology of Inclusion and a Pedagogy for Researching Students with Intellectual Disabilities
Quelle	In: International Journal of Inclusive Education, 9 (2005) 3, S.313-329 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Inclusive Schools; Mental Retardation; Teaching Methods; Ethics; Educational Policy; Educational Research; Teacher Researchers; Power Structure; Research Methodology; Educational Change; Discourse Analysis; Foreign Countries; Student Attitudes; Disabilities; Australia + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Geistige Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Lehrerforschung; Research method; Forschungsmethode; Bildungsreform; Diskursanalyse; Ausland; Schülerverhalten; Handicap; Behinderung; Australien
Abstract	A critical question for me as a teacher/researcher in the field of inclusive education is how to reposition children with moderate and severe intellectual disabilities as participants rather than subjects in the debate. In this paper, I develop a methodology of inclusion that comprises an ethics of consent and a pedagogy for research participation that is an opportunity not only to teach, but also to create a new discursive space for six children to speak. The discussion explores a range of methodological and interpretive strategies for including children with significant intellectual disabilities in research: issues of informed consent, the negotiation of power relations and the ways in which this innovative pedagogy can be empowering beyond the research situation. The use of this methodology has provocative implications concerning what might be learned about forging a link between the struggle for change and educational policy/practice if other researchers worked towards creating spaces for these most marginalized children to speak. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10