战斗疲劳:家长、制度化的能力歧视以及为全纳教育而 "战斗"

IF 2 3区 教育学 Q1 EDUCATION, SPECIAL Research and Practice for Persons With Severe Disabilities Pub Date : 2024-06-22 DOI:10.1177/15407969241259365
Priya Lalvani, Eileen Osieja
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引用次数: 0

摘要

这项定性研究探讨了为智障子女或有广泛支助需求的子女寻求全纳教育的家长的经历。通过半结构式访谈,以叙述的形式收集了 33 名参与者的数据,并采用现象学方法对数据进行了分析。研究结果揭示了存在问题的特殊教育实践,并阐明了学校中基于能力的隔离得到制度认可的机制。许多家长报告说,在他们孩子的个性化教育计划(IEP)会议上,专业人员并没有考虑将他们安置在普通教育环境中并提供支持。相反,他们被告知,在单独的教室接受教育最符合其子女的利益。家长们奋起反击,倡导无障碍和全纳教育,往往为此投入了大量的时间和资源。研究结果揭示了特殊教育话语中根深蒂固的残疾能力主义观念,以及对某些残疾学生坚持 "隔离但平等 "的隐性意识形态。
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Battle Fatigue: Parents, Institutionalized Ableism, and the “Fight” for Inclusive Education
This qualitative study examined the experiences of parents who sought inclusive education for their children with intellectual disabilities or extensive support needs. Data were collected from 33 participants in the form of narratives that emerged through semi-structured interviews and analyzed using a phenomenological methodology. Findings revealed the existence of problematic special education practices and illuminated the mechanisms through which ability-based segregation in schools is institutionally sanctioned. Many parents reported that placement in a general education environment with the provision of support was not considered by professionals at their children’s Individualized Education Program (IEP) meetings. Instead, they were informed that education in separate classrooms was in their children’s best interest. Parents pushed back and advocated for access and inclusivity, often investing immense amounts of time and resources toward this end. The findings shed light on special education discourses that are entrenched in ableist notions about disability and uphold an implicit ideology of separate but equal for students with certain disabilities.
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来源期刊
CiteScore
4.30
自引率
20.00%
发文量
20
期刊最新文献
Corrigendum to “Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability.” A Call to Action: Extending the Research on Trauma Assessment and Treatment for Children With Intellectual Disabilities and Extensive Support Needs Experiences of Elementary Students with Complex Support Needs in Segregated Special Education Classrooms: A Mixed Methods Study Students Educated With Alternate Curriculum in Elementary School: Timing, Switching, and Educational Placements Educators’ Perceptions on the Involvement of Students With Complex Support Needs in PBIS: The Role of Educational Placement
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