Disability,Riding, and Identity: A Qualitative Study on the Influence of Riding on the Identity Construction of People with Disabilities

Semi-structured face-to-face interviews were used to examine the influence of riding on the identity construction of people with disabilities. The 15 participants, three men and 12 women, were between 15 and 65 years old and have various physical disabilities. The data analysis derives from identity theory, a social–psychological theory that understands identity as an interaction between the individual and society. The findings show that: the informants either acquire a new identity as a rider or they resume with the rider identity they had before their illness or accident; riding offers a link to their previous lives; and riding helps to focus on what the informants can do, and not, as this group is often viewed by society, on what they cannot do. The findings thus show that riding can influence the identity construction of people with disabilities.     

Interface between Culture and Disability in the Tanzanian Context: Part II

A few studies carried out in Africa suggest that people with disabilities are marginalised. In some communities, teaching people with disabilities is forbidden and in others they are considered sub‐human. Such a stereotypic suggestion runs the risk of being generalised to other communities. This study counters this proposition in relation to communities in Tanzania. Interviews and a collection of proverbs, riddles and poems indicate that people with disabilities are not marginalised and that the principles of normalisation and integration underlie traditional community living.     

Preschool Directors’ Attitudes Towards the Integration of Children with Disabilities Into Regular Preschools in New South Wales

THE ATTITUDES of preschool directors in New South Wales towards the integration of children with disabilities were surveyed using a questionnaire that had been developed in early studies in this area. Analysis of data showed that directors were most positive about children with mild impairments, for whom they felt they had appropriate training and resources. They were least positive about children who required additional help that was outside their regular duties. Skills required by teachers and directors involved in integration included general competence, knowledge of specialised techniques that are required and an ability to work with therapists, special advisors and other support staff. Directors who had postgraduate qualifications and those from community preschools tended to be more positive about integration than other groups. Overall, it was concluded that integration is most likely to be successful if children are placed in centres where staff are positive and feel they have the necessary skills.     

以就业为导向的残疾人高等教育研究

残疾人就业问题是社会全面进步的重要标志之一,也是以人为本发展的体现,解决好残疾人就业的问题是解决残疾人所有问题的根本。针对目前残疾人普遍受教育水平低、就业质量差的现状,高等教育应该拓宽教育覆盖范围,实现教育公平性,通过以就业为导向的残疾人高等教育改革,树立残疾人自信心,提升残疾人形象,使残疾人通过就业的方式回归社会,分享社会发展的成果,最终促进社会和谐和幸福中国的建设。     

Challenges in identifying target skills for math disability screening and intervention

Gersten, Jordan, and Flojo (in this series) review their research on math difficulties, with an emphasis on applying current knowledge to inform practices of early identification and intervention. On a practical level, educators are in dire need of empirically based screening and intervention tools. From a scientific perspective, it is important to recognize the need to clearly define what we seek to identify and remediate, and to acknowledge that we are currently far from achieving this goal despite recent advances in the field. Among the studies reviewed by Gersten et al., as well as other studies by several other researchers, there is much variability in how mathematics difficulties are defined and measured, and even in the terms used to refer to them. I address the degree of consensus and controversy currently characterizing the state of math learning disabilities research, with an emphasis on the usefulness of a developmental perspective in appraising this young field.     

Quality of Life Outcomes for Young Children with Disabilities: Legislative and Service Delivery Implications

Improving the quality of life for people with disabilities through early intervention has been a major focus over the past 20 years. However, much of the direction of intervention has been upon quality of process rather than upon quality of outcome. If early intervention is to have a significant impact upon the lifestyles of people with disabilities, it is important that a longitudinal perspective be adopted and quality of life defined and appropriate measures developed. In this paper a longitudinal perspective on early intervention is discussed along with quality of outcome and programmatic features of quality programs.     

Quality of Life Outcomes for Young Children with Disabilities: Legislative and Service Delivery Implications

Improving the quality of life for people with disabilities through early intervention has been a major focus over the past 20 years. However, much of the direction of intervention has been upon quality of process rather than upon quality of outcome. If early intervention is to have a significant impact upon the lifestyles of people with disabilities, it is important that a longitudinal perspective be adopted and quality of life defined and appropriate measures developed. In this paper a longitudinal perspective on early intervention is discussed along with quality of outcome and programmatic features of quality programs.     

Educating children and young people with fetal alcohol spectrum disorders: constructing personalised pathways to learning

This paper reports findings from a study about young people’s preferences for social interaction with similar and different others, in terms of a tension between social inclusion and homophily – the concept that similarity breeds connection. The issue was explored empirically using moral dilemmas scenarios to conduct in-depth semi-structured interviews with young people with Asperger syndrome, visual impairment and without disabilities. The data indicates that homophily and inclusion can come into a tension with an ethical dimension, since they represent, respectively, a personal preference to be among similar others and the moral imperative of including all people. The paper argues that this tension is constructive as it can challenge our understanding of what the ethical obligation to inclusion entails, and what treating the students respectfully means. Respect is often seen as an attempt to avoid the humiliation that any kind of recognition of difference can bring, and has tended to be translated into a demand for inclusion for all. However, the recognition of difference is an acknowledgement of young people’s right to make their own decisions, and can be reflected in provision and translated into educational and life opportunities; as such, it is also an expression of respect. Negotiating a way between the two understandings through dialogue can ensure that inclusion would be a shared value.     

Integration in Italian schools: teachers' perceptions regarding day-to-day practice and its effectiveness

Italy is famous for having the highest percentage of students with disabilities attending ‘the school for all’ (integration). However, in recent studies, the reality of integration seems to be more complex. Integration has reached some important goals (e.g. longer school careers), but while the Italian school system envisages the full participation of all students in normal class activities, there are various problems with the way in which integration is managed day-to-day. This study has two aims: to ascertain the extent to which the Italian legislation on integration is applied in practice and to assess the effectiveness of integration in terms of reaching the learning and social development objectives for students with disabilities and the class as a whole. The article describes the data collected though an online questionnaire compiled by 3230 Italian school staff members, mostly teachers. First, it shows that the integration experience of most of the students with disabilities takes the form of partial participation in class activities. Reasons for it are hypothesised. Second, the teachers' level of satisfaction with the learning and social skills of both students with disabilities and the class is generally positive. A although by no means outstandingly so.     

Promoting teacher quality and retention in special education

Qualified special educators are needed to carry out research-based practices in schools. The shortage of special educators, the high numbers of uncertified teachers, and high attrition rates threaten the practice of science in the schoolhouse and, consequently, the education that students with disabilities receive. If teachers are to use research-based practices to benefit students with disabilities, care must be directed toward teachers, what they do, and the complex conditions in which their practice occurs. In this discussion, I focus on four factors that are important to special education teacher retention--responsive induction programs, deliberate role design, positive work conditions and supports, and professional development. These retention-enhancing factors also serve to cultivate qualified special educators by providing the conditions in which they can thrive and grow professionally.     

Predicting,Explaining, and Preventing Children's Reading Difficulties

Several decades of research have made it clear that by the time children enter school they already vary widely in their reading-related knowledge and skills. How well do these differences predict differences in reading acquisition? What can they tell us about the causes of reading disabilities? How might these research findings be used to reduce the number of children who have difficulty learning to read? Answers to such questions are fundamental for designing early interventions for children at risk. In this paper, we summarize what has been learned so far, and discuss what directions need to be taken in future research so as to provide fuller answers.     

Author Reply

The purpose of this article is to examine factors that influence how Black female athletic administrators negotiate their personal identity. Negotiation of identities is not only about what people say and do, but where and when they do it, as well as with whom they do it. Thus, it is important to identify social, personal, and organizational factors that influence identity negotiation outcomes. In doing so, this article integrates Thomas and Ely's (1996) diversity perspectives with behavioral confirmation theory and Swann's (1987) theory of self-verification to gain an understanding of the mechanisms and processes that influence Black female athletic administrators' and coaches' identity negotiation outcomes. Six propositions are advanced concerning how personal factors, social status, organizational status, and three diversity perspectives (integration and learning, discrimination and fairness, and access and legitimacy), can support Black females in verifying their self views or conforming their identity to others' expectations.     

扩展我们的教育质量观：重新发现教育目的

高等教育机构对质量保证日益增加的重视以及初等和中等教育中评估学习成就的重要机构的出现,是教育领域中具有重要发展意义的代表性现象。全民教育(EFA)这一全球性运动表明,人们不仅意识到了世界各地的人们都有受教育的权利,而且承诺将教育扩展到世界各地。本文表明的是,尽管我们取得了重大进展,不容忽视的是挑战依然存在。笔者认为,目前在世界各地兴起的质量保证制度中关于质量构成的理解嵌入了个人主义概念。据此,笔者指出这是远远不够的,其他能够阐释我们作为个体、作为民族以及作为国家身份的更具概括性的概念需要被引入,这样才能获得关于质量的更广泛的观点。     

社区成人教育促进残疾人社会融合的功能及其实现

目前我国残疾人社会融合现状不容乐观,在政治、经济、文化和社会维度上还存在诸多问题和限制因素。社区成人教育是成人教育发展的新领域,探寻社区成人教育促进残疾人社会融合的独特功能和实现策略,能够有效促进残疾人社会融合的进程。     

Teaching Secondary School Students with Learning Disabilities to Cope in Preparation for College

The purpose of this article is to explore how to teach secondary school students with learning disabilities (LD) to cope effectively, so they may develop self-determination (independence) skills in secondary school and beyond, in college. Teachers need to know about coping and what makes it effective in school as well as in a college context. I describe psychological concerns and methods of teaching that can allow students with LD to cope effectively in secondary school and in college.     

Changes and challenges in the transition to adulthood: views and experiences of young people with learning disabilities and their families

The transition to adulthood poses one of the most complex challenges for young people with intellectual disabilities. In order to conduct a wide-reaching and in-depth study of this process, we need to know the views of these young people themselves and their families. This article presents research designed to collect the experiences and perceptions of young people with disabilities and their families regarding perceived problems and support in their transition to adulthood in Spain. A qualitative case study method was used to achieve this. Data were collected in three stages on the following topics: educational pathway (primary and secondary school), social support networks and free time, and construction of a personal plan for the future (labour market inclusion and independent living). Various different instruments were used, including interviews, focus groups and visual methods. As for the results, the young people who participated in the study experienced difficulties with both successfully completing secondary education and continuing their education. The families in our study were not very satisfied with the guidance received from professionals upon finishing secondary school. They also complained about the lack of training options available to young people with disabilities. The participants expressed certain fears regarding social inclusion and labour market integration. They are aware that they will need help, and have doubts about whether they will receive the necessary support to progress with their plans for labour market integration and independent living. As a result of the study, we propose several recommendations to improve opportunities for the social inclusion of young people with disabilities in their transition to adulthood.     

Picture Book Biographies for Young Children: A Way to Teach Multiple Perspectives

In today’s global age, it is important for young students to develop multiple perspectives. Some of the standards that today’s teachers are required to adhere to include an understanding of different cultures. The National Council for the Social Studies, for example, indicates that teachers should provide instruction that complies with various thematic standards which include teaching about global connections and cultural diversity. To encourage young students to develop multiple perspectives, teachers need to pay attention not only to how they teach, but also to what they teach. Educators can guide students to develop cross-cultural understanding at an early age by using well-written picture book biographies which represent people from diverse backgrounds. This article explains what multiple perspectives are and offers resources and strategies for educators that will help young students develop an understanding of the frames of reference that different groups of people hold. It also emphasizes the importance of developing multiple viewpoints at a young age.     

智障人士社区化服务模式研究——以青海H智障人士服务机构为例

作为残疾人中的弱势群体的智障人士,需要家庭和社会的照顾与支持,作为社会成员,他们同样也需要融入社会和参与社会。本文以青海省H智障人士服务机构为例,拟对智障人士社区化服务模式的困境作一初步探讨,以期有利于当前智障人士社区化服务的进一步开展。     

Education’s enduring prejudices: disability at the door

Ontario’s current education system is struggling with the task of fully including children with disabilities in the regular classrooms of their neighbourhood school. While many educators understand that it is wrong to deny admission to publicly funded schools because the child may be Black or female, they nonetheless feel that segregation of students with disabilities is warranted and not discriminatory. This paper will present the stories of two groups of people, separated by 150 years, who have been discriminated against by the public education system in Ontario. Archival data will tell the story of the experiences of Black parents in Ontario in the early to mid 1800s, and an interview with the mother of a child with cerebral palsy will represent the voices of those with disabilities. An examination of their experiences using a narrative format seems to suggest that the institution of education has never welcomed difference in any form and at issue is not whether education can ever welcome students with disabilities, but whether it was created to be anything but an exclusive enterprise.