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Journal article

Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India

Author:
PARASURAM Kala
Journal article citation:
Disability and Society, 21(3), May 2006, pp.231-242.
Publisher:
Taylor and Francis,

Teacher attitude is one of the most important variables in the education of children with disabilities. Attitudes of general educators in the city of Mumbai, India, toward disabilities and inclusion of students with disabilities into regular schools were studied through the usage of two attitude scales. The study investigated whether variable background characteristics such as age, gender, income level, education levels, years of teaching experience, acquaintance with a person with a disability, having a family member with a disability, frequency of contact and closeness to a person with disability affect the attitudes of teachers towards people with disabilities and towards inclusion of students with disabilities into regular schools. The analyses revealed that while some of the variables of interest did affect teachers’ attitudes towards disabilities, the only variable that affected teachers’ attitudes towards inclusion was prior acquaintance with a person with a disability.

Journal article

Room at the academy?: people with learning difficulties and higher education

Authors:
BOXALL Kathy, CARSON Iain, DOCHERTY Daniel
Journal article citation:
Disability and Society, 19(2), March 2004, pp.99-112.
Publisher:
Taylor and Francis,

This article considers the contributions of people with learning difficulties to an undergraduate degree programme in Learning Disability Studies at the University of Manchester. It begins with an evaluation of models of disability and their implications for the study and production of knowledge about learning disability. It then goes on to explore the role of people with learning difficulties--and the place of their experiences and knowledges--both on the Learning Disability Studies programme and within the academy. Drawing on the experience of the Learning Disability Studies programme, it argues for the inclusion of people with learning difficulties in learning, teaching and research.

Journal article

Balancing student mental health needs and discipline: a case study of the Implementation of the Individuals with Disabilities Education Act

Author:
PALLEY Elizabeth
Journal article citation:
Social Service Review, 78(20), June 2004, pp.243-266.
Publisher:
University of Chicago Press

This research uses a case study approach to assess the implementation of the disciplinary procedures in the Individuals with Disabilities Education Act (IDEA), a federal policy developed to ensure the inclusion of all children with disabilities in state public US education systems. The findings indicate that many factors influence the implementation of IDEA's disciplinary practices. Such factors include teacher and administrator knowledge of the law and policies, teacher and administrator discretion, school-based resources, and parental involvement. Many areas of noncompliance are apparent.

Journal article

Participation in higher education for students with disabilities: an Irish perspective

Authors:
SHELVIN M., KENNY M., MCNEELA E.
Journal article citation:
Disability and Society, 19(1), January 2004, pp.15-30.
Publisher:
Taylor and Francis,

This small scale study aimed to explore the quality of access and participation for students with disabilities within higher education. Students with disabilities reported variable access experiences within higher education and physical access remains a serious obstacle to full participation. Generally, there was a low level of awareness of student needs in relation to assistive provision and assessment. A positive and informed staff/college attitude proved crucial in ensuring access and equitable treatment. This research highlights the inherent limitations in the current piecemeal institutional response to provision for students with disabilities. A comprehensive access service is required that addresses the needs of all marginalized groups and becomes an integral part of the third level institution.

Journal article

Changing student teachers' attitudes towards disability and inclusion

Author:
CUSKELLY Monica
Journal article citation:
Journal of Intellectual and Developmental Disability, 28(4), December 2003, pp.369-379.
Publisher:
Informa Healthcare

A total of 274 preservice teacher education students were surveyed at the beginning and end of a one-semester unit on Human Development and Education which combined formal instruction with structured fieldwork experiences. The latter included interviewing community members regarding their knowledge of Down syndrome and opinions on inclusive education, and writing an associated report. At the end of semester, not only had student teachers acquired more accurate knowledge of Down syndrome, together with more positive attitudes towards the inclusive education of children with Down syndrome, but their attitudes towards disability in general had also changed, and they reported greater ease when interacting with people with disabilities. The study illustrated the value of combining information-based instruction with structured fieldwork experiences in changing attitudes towards disability and inclusion. It also demonstrated that raising awareness of one disability may lead to changes in attitudes towards disability in general.

Journal article

Awkward customers?: parents and provision for special educational needs

Author:
DUNCAN Neil
Journal article citation:
Disability and Society, 18(3), May 2003, pp.341-356.
Publisher:
Taylor and Francis,

This article selectively reports on a small-scale qualitative exploration of the experiences of families who had undergone recent conflict with special educational needs (SEN) professionals. The data were collected over the spring and summer terms of 2001 from 10 families in two local education authorities (LEAs) in the English midlands. The research aimed to examine the parents' perspectives on points of conflict or dissatisfaction between themselves and education professionals. It was concerned with the parents' points of view regarding their pursuit of desired outcomes for their children and the factors that helped or hindered their endeavours. The project found that the parents' negotiation of the SEN system was held by them to be exceptionally difficult and stressful compared to other troubling issues in their lives. The research suggests that dissatisfactions with SEN provision have important implications for the management of LEA Parent partnership Schemes (PPS) in ameliorating the differences between parental aspirations and governmental ambition.

Journal article

Explaining variance in achievement motivationamong learning disability (LD) students in regular education classrooms

Author:
MARKWARD Martha J.
Journal article citation:
Journal of Social Work in Disability and Rehabilitation, 1(1), 2002, pp.27-38.
Publisher:
Taylor and Francis
Place of publication:
Philadelphia, USA

This qualitative study identifies individual and situational differences that might explain why some LD students acquire a greater sense of mastery in regular educational settings than do other LD students. The author questioned the teachers of the six LD students about the learning experiences of those students in an achievement situation. Teacher responses suggest thatseveral individual and situational differences have implications for social workers interested in bringing about correspondence in the cues teachers give and the ones LD students need to acquire a sense of mastery in an inclusive setting.

Book

Improving communication between health and education for children with chronic illness or physical disability

Authors:
MUKHERJEE Suzanne, LIGHTFOOT Jane, SLOPER Patricia
Publisher:
University of York. Social Policy Research Unit
Publication year:
2000
Pagination:
164p.
Place of publication:
York

Report of project based in York intended to improve communication between health and education staff about children with a chronic illness and physical disability. Health and education staff, parents and children were surveyed and an action plan for creating better systems for communication drawn up.

Book

Service support for children with a chronic illness or physical disability attending mainstreams schools

Authors:
LIGHTFOOT Jane, MUKHERJEE Suzanne, SLOPER Patricia
Publisher:
University of York. Social Policy Research Unit
Publication year:
1998
Pagination:
183p.,bibliog.
Place of publication:
York

Aims to identify needs for NHS support for schools as expressed by children with special health needs, their parents and teachers, and to make recommendations for good practice. Commences with a review of relevant literature. Examines results of focus group discussions, which raised issues relating to school absence, exclusion from school life, support from peers and teachers, and medical care. Finally reports on conclusions arising from workshops with managers and professionals from education and health care.

Book

The educator's guide to preventing child sexual abuse

Editors:
NELSON Mary, CLARK Kay
Publisher:
Network Publications
Publication year:
1986
Pagination:
220p.
Place of publication:
Santa Cruz, CA

Aims to help education professionals and others in the broader community to become aware of the range of prevention possibilities there are and to pinpoint the factors that can make a programme of prevention successful.

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