新编文档-ComplicatingInclusivityandDisAbilityEploringthe-NCCRESt复杂的包容性与残疾的探索-n

1、Complicating Inclusivity and Dis/Ability:Exploring the Relationship between Families5 SocialCapital and Their Expectations ot Educational Systems.Elizabeth E. Kozleski, Kathleen A. King,Amanda L. SullivanArizona State UniversityTensions in policy interpretation:degree of family involvementplace wher

2、e students identified with dis/abilities might best be educatedpersonnel qualified to educate students identified with dis/abilitiesNonetheless, special education experienced locally as a separate system that created some degree of access to general educationCentral features of inclusive education S

3、pecial education a set of services, not a place Unify general and special education systems in support of universally designed systemsConceptual Framework & Guiding AssumptionsFamily involvement is a significant factor in inclusive education.Level of empowerment impacts level and form of involve

4、ment, and in turn, policy impact.Beliefs differ in relation to histories of membership, participation, and marginalization in institutional settings such as schools.Conceptual Framework & Guiding AssumptionsRole of social and cultural capital in schoolsSocial reproduction as a framework for unde

5、rstanding parents' support of the status quoDis/Ability is a form of difference, and therefore, othernessMethod & AnalysisSitesParticipants44 parents, 30 female16 Latino/a5 14 Black, 14 White. All spoke/read English 19 liad one or more cluldren with dis/abilitiesFocus groupCodingThemesSubcat

6、egoriesFindingsDis/Ability as otherness: Distinctions about differenceIf jo h are not blue-eyed, white, whatever, if you are not in their little cliquey then they look down onandyon have disabled children, whether they are physically or they have a learning disability, they are different.Internaliza

7、tion ot the system as is: Just the way tilings areThey are having a hard time teaching kids without disabilities. Ho）f are they ping to teach kids）rith disabilities?Perceptions ot PowerI just fought all the way in fomth, fifth, and sixth grade to keep him in the classroom.Decision Making within the

8、Special Education ContextI don't think my boy really has a problem. BM the testing showed he did, you know what I mean?Implications for PolicySpecial education policy has a bias towards inclusive education, but if its only seen as viable for a particular group, what does mean about policy issues?Special ed