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Inclusive Education and Disability in the Global South
by Leda KamenopoulouThis edited volume examines the issue of inclusive education and disability in the global South. Presenting four qualitative research studies conducted in Malaysia, Bhutan, Philippines and Belize, the authors examine the implementation of inclusive education and disabled children’s participation in the education system: contexts on which very little is known. Thus, this book provides a unique opportunity to access rare context-specific information concerning this region of the world; and to reflect on the particular challenges some countries face in the realization of full participation of inclusion of all children within education. Authored by researchers who are also teaching professionals with experience and understanding of the complexities of the real world, this book reminds us that researchers and policy makers must listen to all voices and perspectives: especially those that have remained silenced and ignored.
Media, Performative Identity, and the New American Freak Show
by Jessica L. WilliamsThis book traces how the American freak show has re-emerged in new visual forms in the 21st century. It explores the ways in which moving image media transmits and contextualizes, reinterprets and appropriates, the freak show model into a “new American freak show.” It investigates how new freak representations introduce narratives about sex, gender, and cultural perceptions of people with disabilities. The chapters examine such representations found in horror films, including a prolonged look at Freaks (1932) and The Texas Chainsaw Massacre (1974), documentaries such as Murderball (2005) and TLC’s Push Girls (2012-present), disability pornography including the pornographic documentary Sick: The Life and Death of Bob Flanagan Supermasochist (1997), and the music icons Marilyn Manson and Lady Gaga in their portrayals of disability and freakishness. Through this book we learn that the visual culture that has emerged takes the place of the traditional freak show but opens new channels of interpretation and identification through its use of mediated images as well as the altered freak-norm relationship that it has fostered. In its illumination of the relationship between normal and freakish bodies through different media, this book will appeal to students and academics interested in disability studies, gender studies, film theory, critical race theory, and cultural studies.
Media, Performative Identity, and the New American Freak Show
by Jessica L. WilliamsThis book traces how the American freak show has re-emerged in new visual forms in the 21st century. It explores the ways in which moving image media transmits and contextualizes, reinterprets and appropriates, the freak show model into a “new American freak show.” It investigates how new freak representations introduce narratives about sex, gender, and cultural perceptions of people with disabilities. The chapters examine such representations found in horror films, including a prolonged look at Freaks (1932) and The Texas Chainsaw Massacre (1974), documentaries such as Murderball (2005) and TLC’s Push Girls (2012-present), disability pornography including the pornographic documentary Sick: The Life and Death of Bob Flanagan Supermasochist (1997), and the music icons Marilyn Manson and Lady Gaga in their portrayals of disability and freakishness. Through this book we learn that the visual culture that has emerged takes the place of the traditional freak show but opens new channels of interpretation and identification through its use of mediated images as well as the altered freak-norm relationship that it has fostered. In its illumination of the relationship between normal and freakish bodies through different media, this book will appeal to students and academics interested in disability studies, gender studies, film theory, critical race theory, and cultural studies.
Embodied Performance as Applied Research, Art and Pedagogy
by Julie-Ann ScottThis book follows a physically disabled researcher's journey from stigmatized embodiment on her way to creating accessible storytelling performances. These unique performances function not only as traditional, peer-reviewed forms of critical qualitative research, but also as ‘narrative teaching productions’ that guide students and their audiences in the pursuit of social justice and equality. The book begins by developing the author's personal standpoint, and provides an evocative discussion of the multiple perceptions and identities experienced by those with disabled bodies. It negotiates how performance research can be created and conducted within the confines of course learning objectives, moves through complications encountered in research design and data collection, and explores a range of insightful responses from community members, social activists, and performance critics, as well as more traditional academic audiences. Critical autoethnographic personal narratives, performance scripts, and poetry are used to illuminate struggles over legitimate methodological practice and storytelling performance pedagogy. Each chapter confronts the fear of mortality that presses us to stigmatize those who remind us of our inescapably vulnerable embodiments and offers hope for an inclusive, adaptable culture. The book will be compelling reading for scholars in Performance Studies, Disability Studies, Cultural Studies, Narrative Methodology, Ethnography, Higher Education, Autoethnography, Creative Nonfiction and everyone interested embodiment and/or storytelling for social change.Please visit www.uncwstorytelling.org/chapter-summaries-1 to access supplementary material for the book.
Embodied Performance as Applied Research, Art and Pedagogy
by Julie-Ann ScottThis book follows a physically disabled researcher's journey from stigmatized embodiment on her way to creating accessible storytelling performances. These unique performances function not only as traditional, peer-reviewed forms of critical qualitative research, but also as ‘narrative teaching productions’ that guide students and their audiences in the pursuit of social justice and equality. The book begins by developing the author's personal standpoint, and provides an evocative discussion of the multiple perceptions and identities experienced by those with disabled bodies. It negotiates how performance research can be created and conducted within the confines of course learning objectives, moves through complications encountered in research design and data collection, and explores a range of insightful responses from community members, social activists, and performance critics, as well as more traditional academic audiences. Critical autoethnographic personal narratives, performance scripts, and poetry are used to illuminate struggles over legitimate methodological practice and storytelling performance pedagogy. Each chapter confronts the fear of mortality that presses us to stigmatize those who remind us of our inescapably vulnerable embodiments and offers hope for an inclusive, adaptable culture. The book will be compelling reading for scholars in Performance Studies, Disability Studies, Cultural Studies, Narrative Methodology, Ethnography, Higher Education, Autoethnography, Creative Nonfiction and everyone interested embodiment and/or storytelling for social change.Please visit www.uncwstorytelling.org/chapter-summaries-1 to access supplementary material for the book.
Education for Children with Disabilities in Addis Ababa, Ethiopia: Developing a Sense of Belonging (Inclusive Learning and Educational Equity #4)
by Margarita SchiemerThis book is open access under a CC BY 4.0 license.This book presents insights into the lived realities of children with disabilities in primary schools in Addis Ababa, Ethiopia. It examines specific cultural and societal characteristics of Ethiopia that influence the education of children with disabilities. The book presents findings drawn from interviews with, and participant observation of the schoolchildren, family members, teachers and other “experts”, and places these findings in a cultural-historical context. The multidimensional approach taken allows for, on the one hand, the provision of a historical grounding of the book, explaining the main historical junctures and their implications for education, and the discussion of the role of culture and society as barriers and facilitators of education. On the other hand, it gives the book a more personal angle, allowing the reader to gain insight into what it means to feel like a family, develop a sense of belonging, and trying to move toward educational equity.
Inclusion, Disability and Culture: An Ethnographic Perspective Traversing Abilities and Challenges (Inclusive Learning and Educational Equity #3)
by Santoshi Halder Lori Czop AssafThis book provides a global and social examination of how disabilities are played out and experienced around the world. It presents auto-ethnographic perspectives on disability across cultures, societies, and countries by documenting individuals’ personal narratives, thought processes and reflections. Chapter authors share cross-cultural perspectives within and across various countries, such as India, Australia, United States, Sri Lanka, United Kingdom, Croatia, Brazil, South Africa, and Qatar. Adopting a self-reflective stance following qualitative research methodology, the chapter authors discuss the current challenges in the field. Next, they deconstruct disability identities, explore the complexities of communication with differently abled persons, examine inclusive policies, practices and interventions and present insights from caregivers. The book concludes with critical reflections and a look to the future of global diversity and inclusion.
Diversity and Inclusion in the Global Workplace: Aligning Initiatives with Strategic Business Goals
by Carlos Tasso Aquino Robert W. RobertsonThis edited collection offers a nontraditional approach to diversity management, going beyond gender, race, and ethnicity. Examining ageism, disability, and spirituality, the book provides a discussion of different D&I applications and introduces a framework consisting of a diagnostic phase, gap analysis, and an action plan, which can be modified to attend to specific needs of organizations. Researchers and practitioners will learn a viable way to address diversity in global organizations.
Teacher Education for the Changing Demographics of Schooling: Issues for Research and Practice (Inclusive Learning and Educational Equity #2)
by Lani Florian Nataša PantićThe book takes as its premise the argument that diverse learner groups are a fact of demographic change that should be considered foundational in the preparation of teachers rather than be problematized as a challenge. It promotes the idea of teacher education for inclusive education based on a consideration of what it means to educate all children together. Divided into four parts, the book considers key issues for teacher education, teacher agency, teacher education for diversity, and a research agenda for the future. In today’s world, the demographic profile of students in schools is more complex than ever before, and the increasing cultural, linguistic and developmental diversity of today’s classrooms, along with the pressure to achieve high academic standards for everybody has significant implications for how classroom teachers should be prepared to meet these demands. This book advances a new understanding of inclusive education that addresses the limitations inherent in current approaches that problematize differences between learner groups by promoting a view of difference as an aspect of human individuality. It considers the implications of the research evidence underpinning teacher education for diversity and makes suggestions for future research in the field.
Meaning, Narrativity, and the Real: The Semiotics of Law in Legal Education IV
by Jan M. BroekmanThis book examines the concept of meaning and our general understanding of reality in a legal and philosophical context. Starting from the premise that meaning is a matter of linguistic and other forms of articulation, it considers the inherent philosophical consequences. Part I presents Klages’, Derrida’s, Von Hofmannsthal’s and Wittgenstein’s explorations of silence as a source of articulation and meaning. Debates about 20th century psychologism gave the attitude concept a pivotal role; it illustrates the importance of the discovery that a word is globally qualified as ‘the basic unit of language’. This is mirrored in the fact that we understand reality as a matter of particles and thus interpret the real as a component of an all-embracing ‘particle story’. Each chapter of the book focuses on an aspect of legal semiotics related to the chapter’s theme: for instance on the meaning of a Judge’s ‘Saying for Law’, on law students training in varying attitudes or on the ties between law and language. Part II of the book illustrates our general understanding of reality as a matter of particles and partitioning, and examines texts that prove that particle thinking is basic for our meaning concept. It shows that physics, quantum theory, holism, and modern brain research focusing on human linguistic capabilities, confirm their ties to the particle story. In contrast, the book concludes that partitions and particles are neither a fact in the history of the cosmos nor a determinant of knowledge and the sciences, and that meaning is a process: a constellation rather than a fixation. This is manifest once one understands meaning as the result of continuously changing attitudes, which create our narratives on cosmos and creation. The book proposes a new key for meaning: a linguistic occurrence anchored in dimensions of human narrativity.
Enabling University: Impairment, (Dis)ability and Social Justice in Higher Education (PDF)
by Tara BrabazonThis work takes the most recent, interdisciplinary research and demonstrates how to make higher education institutions open, accessible and socially just for staff and students with disabilities. Combining the scholarly fields of media platform management, information literacy, internet studies, mobility studies and disability studies, this book offers a guide and method to consider how students and staff with differing needs move through university processes, spaces and interfaces. It captures the challenges and potentials of both the online and offline university. The key concept of the book is universal design. This term and theory is used to move beyond the medical and social model of disability that disconnect and separate the issues of disability and impairment from core societal concerns. This book confirms that most of us will be touched by impairment through our lives. When matched with the necessity to retrain and gain new skills for a post-recession future, there must be a renewed commitment to not only the widening participation agenda of higher education, but also the enabling of universities for men and women with impairments.
Educational Management and Special Educational Needs
by Tatiana A. Solovyova Anna A. Arinushkina Ekaterina A. KochetovaThis book systematizes the latest findings on the clinical, psychological, and pedagogical features of today’s children with special educational needs (SEN) and expands the scientific understanding that characterizes such children. The book develops a system of education and assistance for children with SEN, including children with locomotor disabilities, intellectual disabilities, autism spectrum disorders, and hearing and visual impairments. The book is intended for heads of educational authorities, parents, specialists working with children with special educational needs, psychologists, teachers, methodologists, specialists in the field of inclusive education, and students and teachers in special education of pedagogical and psychological departments of higher education institutions.
Transdisciplinary Teaching in Inclusive Schools: Promoting Transdisciplinary Education for Learners with Special Needs (Transdisciplinary Perspectives in Educational Research #8)
by Heidi FlavianThis book offers opportunities for better understanding teachers’ unique challenges when planning teaching sessions for learners with special needs, based on the transdisciplinary approach. The work also presents some of the core learning strategies teachers may incorporate into their teaching processes in order to promote transdisciplinary learning among learners with special needs.From a theoretical perspective, this book discusses a variety of advantages and disadvantages transdisciplinary educators may encounter, and promotes educators' development of their own vision of this area. Although the concept of special needs is often over-generalized, this book relates to the most common types of special needs among learners who study in inclusive schools: learners from different cultural background, learners with Attention Deficit Hyperactive Disability (ADHD), learners with Autism Spectrum Disorder (ASD), and learners with sensory or motor challenges. A special chapter is dedicatedto each of those groups in order to closely examine how teachers can teach those learners according to the transdisciplinary approach in practice, in inclusive classrooms. While each chapter presents different perspectives of learners with special needs, the book’s summary integrates them all and highlights the commonalities between the various needs.
The Government of Disability in Dystopian Children’s Texts (Critical Approaches to Children's Literature)
by Dylan HoldsworthThis book takes up the task of mapping discursive shifts in the representation of disability in dystopian youth texts across four historical periods where major social, cultural and political shifts were occurring in the lives of many disabled people. By focusing on dystopian texts, which the author argues act as sites for challenging or reinforcing dominant belief systems and ways of being, this study explores the potential of literature, film and television to act as a catalyst of change in the representation of disability. In addition, this work discusses the texts and technologies that continue to perpetuate questionable and often competing discourses on the subject.
The Disabled Body in Contemporary Art
by Ann Millett-GallantThe second edition offers an essential update to the foundational first edition, The Disabled Body in Contemporary Art. Featuring updated chapters and case studies, this second edition will not only expand on the first edition but will bring a new focus to contemporary disabled artists and their embodied, multimedia work.
Tōjisha Manga: Japan’s Graphic Memoirs of Brain and Mental Health
by Yoshiko OkuyamaThis book defines tōjisha manga as Japan’s autobiographical comics in which the author recounts the experience of a mental or neurological condition in a unique medium of text and image. Yoshiko Okuyama argues that tōjisha manga illuminate otherwise “faceless” individuals and humanize their invisible tribulations because the first-person narrative makes their lived experience more authentic and relatable to the reader. Part I introduces the evolution of the term tōjisha, the tōjisha movements, and other relevant social phenomena and concepts. Part II analyzes five representative titles to demonstrate the humanizing power of tōjisha manga, drawing on interviews with the authors of these manga and examining how psychological or brain-related symptoms are artistically depicted in approximately 40 drawings. This book is highly recommended to not only scholars of disability studies and comic studies but also global fans of manga who are interested in the graphic memoirs of serious social issues.
End of Life and People with Intellectual and Developmental Disability: Contemporary Issues, Challenges, Experiences and Practice
by Roger J. Stancliffe Michele Y. Wiese Philip McCallion Mary McCarronThis book on end of life examines how to include people with intellectual and developmental disability in the inevitability of dying and death. Comprising 17 chapters, it addresses challenging and under-researched topics including suicide, do-not-resuscitate, advance care planning, death doulas and accessible funerals. Topics reflect everyday community, palliative care, hospice and disability services.The book proposes that the rights of people with disabilities should be supported up to and after their death. Going beyond problem identification, the chapters offer positive, evidence-supported responses that translate research to practice, together with practice examples and resources grounded in lived experience. The book is applicable to readers from the disability field, and mainstream health professionals who assist people with disability in emergency care, palliative care or end-of-life planning
Enabling Mathematics Learning of Struggling Students (Research in Mathematics Education)
by Yan Ping Xin Ron Tzur Helen ThoulessThis book provides prospective and practicing teachers with research insights into the mathematical difficulties of students with learning disabilities and classroom practices that address these difficulties. This linkage between research and practice celebrates teachers as learners of their own students’ mathematical thinking, thus contributing an alternative view of mathematical progression in which students are taught conceptually. The research-based volume presents a unique collaboration among researchers in special education, psychology, and mathematics education from around the world. It reflects an ongoing work by members of the International Group for the Psychology of Mathematics Education (PME) and the North American Chapter of the PME Working Groups. The authors of chapters in this book, who have been collaborating extensively over the past 7 years, are from Australia, Canada, the United Kingdom, and the United States.
Development, Education and Learning Disability in India (Palgrave Studies in Disability and International Development)
by Maya KalyanpurThis book uses qualitative research methods to examine why students in an Indian context are being identified as having learning disabilities on criteria that are largely drawn from the context of the Global North. It explores the push towards English language instruction as a possible factor that affects poor academic outcomes for students from low-income backgrounds who may be first-generation learners or English language learners. The book contrasts the different outcomes and supports for academically struggling students across low-income and middle-income backgrounds, with evidence to suggest that, despite the inclusionary principles of Education For All, this label is creating a marginalized group of students.
Interrogating Psychiatric Narratives of Madness: Documented Lives
by Andrea Daley Merrick D. PillingThis book challenges the perception of the psychiatric chart as a neutral and objective text. The chapters included in this book coalesce to reveal the psychiatric chart as a text that is, in fact, “storied” by institutional ideology that reflects, reinforces, reinterprets, and, at times, resists gendered, raced, sexualized, and classed norms, values, and presuppositions. Intersectional analysis highlights the nuanced ways in which dominant ideologies are activated in chart documentation to produce qualitatively specific psychiatric narratives of distress and related responses in the psychiatric institution. The book serves as a much-needed resource for mental health professionals, education and training programs, and researchers that meaningfully takes into account the social and structural materiality of people’s lives and its impact on experiences of distress. It will also appeal to scholars investigating equity in health care across the fields of Critical Psychology, Disability Studies, Social Work, Allied Health, Mad Studies and Social Justice.
Undoing Whiteness in Disability Studies: The Special Education System and British South Asian Mothers
by Sana RizviThis book offers a nuanced way to conceptualise South Asian Muslim families’ experiences of disability within the UK. The book adopts an intersectional lens to engage with personal narratives on mothering disabled children, negotiating home-school relationships, and developing familiarity with the complex special education system. The author calls for a re-envisioning of special education and disability studies literature from its currently overwhelmingly White middle-class discourse, to one that espouses multi-ethnic and multi-faith perspectives. The book positions minoritised mothers at the forefront of the home-school relationship, who navigate the UK special education system amidst intersecting social inequalities. The author proposes that schools and both formal and informal institutions reformulate their roles in facilitating true inclusion for minoritised disabled families at an epistemic and systemic level.
Prosthetic Body Parts in Nineteenth-Century Literature and Culture (Palgrave Studies in Nineteenth-Century Writing and Culture)
by Ryan SweetThis open access book investigates imaginaries of artificial limbs, eyes, hair, and teeth in British and American literary and cultural sources from the nineteenth and early twentieth century. Prosthetic Body Parts in Nineteenth-Century Literature and Culture shows how depictions of prostheses complicated the contemporary bodily status quo, which increasingly demanded an appearance of physical wholeness. Revealing how representations of the prostheticized body were inflected significantly by factors such as social class, gender, and age, Prosthetic Body Parts in Nineteenth-Century Literature and Culture argues that nineteenth-century prosthesis narratives, though presented in a predominantly ableist and sometimes disablist manner, challenged the dominance of physical completeness as they questioned the logic of prostheticization or presented non-normative subjects in threateningly powerful ways. Considering texts by authors including Charles Dickens, Edgar Allan Poe, and Arthur Conan Doyle alongside various cultural, medical, and commercial materials, this book provides an important reappraisal of historical attitudes to not only prostheses but also concepts of physical normalcy and difference.
Integrating Students with Disabilities in Schools: Lessons from Norway
by Jon Erik FinnvoldThis book explores the ability of the Norwegian school system to support the achievement of formal competencies among children with physical disabilities, as well as its role in the informal dimensions of social participation and networking. Schools contribute to social inclusion in several ways: they are arenas for building official competencies, ensuring future access and success in the labour market. They are also sites for meeting other children, and developing friendships – friendships are not only important for strengthening cognitive development, but are vital to both good mental health and the building of various forms of social capital. By examining schools and the ways in which inclusion is incorporated early, this book aims to bridge the opportunity and employment gap that people with physical disabilities are more likely to face later in life.
Discursive Psychology and Disability (Palgrave Studies in Discursive Psychology)
by Jessica Nina LesterThis book explores how discursive psychology (DP) research can be applied to disability and the everyday and institutional constructions of bodymind differences. Bringing together both theoretical and empirical work, it illustrates how DP might be leveraged to make visible nuanced understandings of disability and difference writ large. The authors argue that DP can attend to how such realities are made relevant, dealt with, and negotiated within social practices in the study of disability. They contend that DP can be used to unearth the nuanced and frequently taken for granted ways in which disability is made real in both everyday and institutional talk, and can highlight the very ways in which differences are embodied in social practices – specifically at the level of talk and text. This book demonstrates that rather than simply staying at the level of theory, DP scholars can make visible the actual means by which disabilities and differences more broadly are made real, resisted, contested, and negotiated in everyday social actions. This book aims to expand conceptions of disability and to deepen the – at present, primarily theoretical – critiques of medicalization.
Physical Disability and Sexuality: Stories from South Africa
by Leslie Swartz Poul Rohleder Xanthe Hunt Stine Hellum Braathen Mussa Chiwaula Mark T. CarewThis open access edited volume explores physical disability and sexuality in South Africa, drawing on past studies, new research conducted by the editors, and first-person narratives from people with physical disabilities in the country. Sexuality has long been a site of oppression and discrimination for people with disabilities based on myths and misconceptions, and this book explores how these play out for people with physical disabilities in the South African setting. One myth with which the book is centrally concerned, is that people with disabilities are unable to have sex, or are seen as lacking sexuality by society at large. Societal understandings of masculinity, femininity, bodies and attractiveness, often lead people with physical disabilities to be seen as being undesirable romantic or sexual partners. The contributions in this volume explore how these prevailing social conditions impact on the access to sexual and reproductive healthcare, involvement in romantic relationships, childbearing, and sexual citizenship as a whole, of people with physical disabilities in the Western Cape of the country. The authors' research, and first person contributions by people with physical disabilities themselves, suggest that education and public health policy must change, if the sexual and reproductive health rights and full inclusion of people with disabilities are to be achieved.