Notesale: Turn your study into money

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Ashby, C
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Research & Practice for Persons with Severe Disabilities
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37, No
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This article is based on the practices and experiences of Disability Studies students at Syracuse
University
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It also highlights some of the difficulties of becoming a teacher with a
Disability Studies perspective when the education system is based around an outdated medical
model of Disability
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Alongside the course students are required to major in liberal arts in order for a broad education
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Traditional teacher education has relied on the medical model of disability
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This situates the
problem of disability within the person
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This is negative as the stronger is always put first and one can know what is normal by establishing
what is not
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This model
suggests that disability is not a personal deficit, but is the result of being part of a disabling
environment
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Similar to the social model is the minority
group model, which recognises that students with disabilities are part of a marginalised group and
experience discrimination like that of people from different ethnicities
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The social construction of language can also limit student’s progress as the
language used within special needs establishments can take on different meanings, for example, the
use of the word ‘special’ as an insult
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This system generalises children and
assumes that one child with a disability is the same as every child with that disability
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This means utilising a variety of methods in teaching
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It is something we can change and
challenge
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Educational professionals should resist the idea of normalcy
and challenge set norms in order to overcome oppression, behaviour should be attempted to be
understood rather than simply managed and teachers should think critically about their own practice
in regards to all aspects of learning in order to be ‘agents of change’ in schools
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(2013) Blame, guilt and the need for 'labels'; insights from parents of children with
special educational needs and educational practitioners
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Vol
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1: 14-21
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These interviews showed that parents experienced blame according to
the nature of their child’s need and sought labels in order to shift blame
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Education policy in England aims to develop positive relationships between parents and teachers,
however the parents of special needs children don’t feel that this is happening
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The relationships that parents have
with teachers is heightening parents feeling of blame
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This can be shown through government focusing on ‘parental
determinism’ and the view that parenting is the main factor determining their child’s future
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Parents of children with BESD believe that their child’s condition is biological, however they feel
blame from professionals
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He also suggested that the idea of labels
reduce parental blame, shifting blame onto uncontrollable biological conditions
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The main study in this article addresses the question, “what are the perceptions and experiences of
parents of children with special educational needs and educational practitioners, regarding blame in
relation to these children’s difficulties and behaviour?” by using semi-structured interviews with 22
parents of school-aged children and 15 educational practitioners
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They also talked about what they felt the importance was in obtaining labels
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The results of these interviews found that parents of children with BESD experienced blame and so
felt guilt
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This added
to guilt and this guilt influenced the parental focus on obtaining labels
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However, even parents with labels still said that they felt
blame
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This study supports previous research and shows the current special educational needs system that
requires labels to be negative
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Keil, S
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and Cobb, R
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British Journal of
Special Education
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33, No
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This article draws from findings of the Disability Rights Commission established by labour in 1999
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This article
discusses these issues
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The
Disability Discrimination Act (DDA) part of SENDA emphasised the ‘social model’ of disability
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To remove these
barriers the DDA made provision in schools a legal right
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In a study of PGCE students the medical model played a significant part in their thinking
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Special educational
needs were mainly associated with behavioural and learning difficulties and disability was mainly
associated with a physical impairment
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A Connexions survey showed that these people with special
educational needs to be less likely to continue with full time education, however, a survey done by
the DfES found that the majority of people with impairments continue on in education
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If the medical model is used, and the
special need is inherent to the child, then external factors have no impact
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For example, a DfES report on the 14-19 curriculums makes
no mention of disability, only of special educational needs
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The problem with this is that inclusion policies have been treated as add on
policies
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In Scotland they have a new framework of ‘additional support need’ which focuses on the support
that the child needs and so can distinguish the difference between children who are disabled and
are cognitively able and need no support and those who have special educational needs and do need
the support
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This article shows a confusion of language, mainly in policy
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Richards, G
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Support for Learning
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25, No
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This article is based on a research project undertaken with BA Primary Education students
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This was due to a
government ‘Inclusive Development Programme’ which develops initiatives for student teachers
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This is challenging for teachers
and for teacher training courses
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For
example, the Rose Report of 2009 focused on the needs of students with dyslexia
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Not only is the terminology often confused, but there is a
debate about what constitutes inclusion and the effects of the language of special educational needs
on learners and practitioners
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This meant that the government required teacher education to include
knowledge about special educational needs within their programmes; although, few universities had
specialist tutors
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This meant a move towards the social model of disability and a focus on personalised
learning
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This provided new standards for qualified teacher status so that all
teachers were teachers of special educational needs
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There can be seen to be a reliance on schools

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to provide training and many new teachers lack confidence and are unprepared for teaching special
educational needs
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The
first project involved 11 students on a BA Primary Education course doing a 4 week voluntary
placement within a special educational needs setting
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The second project involved a 2 week placement in either a special
school or a mainstream inclusive setting
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Some students were initially
anxious and were surprised at seeing students successfully included within these schools
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This led them to question more, such as the need for special education, as it is possible
to work in mainstream
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