Listening to the Voices of Students with Disabilities: Can Such Voices Inform Practice?

Autor/inn/en	Byrnes, Linda J.; Rickards, Field W.
Titel	Listening to the Voices of Students with Disabilities: Can Such Voices Inform Practice?
Quelle	In: Australasian Journal of Special Education, 35 (2011) 1, S.25-34 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
DOI	10.1375/ajse.35.1.25
Schlagwörter	Student Attitudes; Disabilities; Position Papers; Student Empowerment; Academic Achievement; Students; Listening; Attention + Suchen Sie Ihr Suchwort? Schülerverhalten; Handicap; Behinderung; Positionspapier; Studienberechtigung; Schulleistung; Student; Schüler; Schülerin; Studentin; Hörvorgang; Zuhören; Aufmerksamkeit
Abstract	This article investigates issues to do with student voice. Much attention is given within the literature to including the voice of students without disabilities in educational debate. Indeed, clear connections have been made between the use of student voice and raising student achievement (Mitra, 2004). Given the validation of such voices, it is paradoxical that limited attention is accorded to the views of students with disabilities (Habel, Bloom, Ray, & Bacon, 1999). This position paper explores reasons why the viewpoints of students with disabilities are not routinely investigated or listened to, and puts forward a case for stronger attention to be given to such voices. The article concludes by offering suggestions as to how to collect such viewpoints. (As Provided).
Anmerkungen	Australian Academic Press. 32 Jeays Street, Bowen Hills, Queensland 4500, Australia. Tel: +61-7-3257-1176; Fax: +61-7-3253-5908; e-mail: aap@australianacademicpress.com.au; Web site: http://www.australianacademicpress.com.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10