重叠影响视域下的课程实施

重叠影响理论认为,家庭、学校和社区这三个背景对学生以及三者之间的关系发生了重叠影响,这种影响有助于学生在学校里和未来的生活中取得成功。从布迪厄的社会学理论视角来看,基于重叠影响视域的课程实施具有可能性,因为家庭的文化资本是影响学生成长的重要因素,社区是蕴含着丰富社会资本的场域。重叠影响视域下课程实施的基本路径是:成立学校、家庭和社区伙伴关系行动小组;创建家庭式学校和学校式家庭;建立社区学校。     

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.     

Learning difficulties and social class: exploring the intersection through family narratives

This article is concerned with the intersection between learning difficulties and social class. It also inevitably tells of the gender‐class interface in relation to women’s caring roles. I use the life story narratives of three mothers and a grandmother of a person with learning difficulties, together with concepts from Bourdieu, to explore the ways in which class‐related capital and habitus affect their life experiences and their interactions with educational and other professionals. The data are the stories of (grand)mothers reflecting on life events, particularly in relation to decision making surrounding education, while simultaneously providing subtle, rich pictures of their socio‐economic contexts. I illustrate how privilege and disadvantage are reproduced partly for the families through their institutional interactions, which are differentiated according to economic and social resources. The stories re‐presented in this paper provide powerful examples of how experiences of living with learning difficulties and disabilities are situated in one’s class position and how struggles for inclusion are at once common and particular.     

Listening to Young People with Physical Disabilities' Experiences of Education

There is a general acceptance that inclusion is morally and ethically the most appropriate form of education. However, more research needs to focus on how best to accommodate and support the educational needs of all students, including those with physical disabilities. Listening to young people with physical disabilities talk about their educational experiences is one way to do this. The aim of this research was to investigate the life stories of a small number of young people with physical disabilities, in particular focusing on their educational experiences. Nine young people, between the ages of 10 and 13 years, who used a manual or powered wheelchair and had the cognitive ability to participate in a series of biographical interviews, were recruited. They collaborated in the writing of their life stories. One theme identified in the analysis of these life stories was their educational experiences. The results highlight that the participants held mixed views about their education. The four who attended a segregated special school were generally positive about their experiences. Participants who had attended a mainstream school talked about positive and negative experiences. Individual and differing perspectives on friendships and the ethos of their school were noted. It is suggested that young people with physical disabilities need to be considered as individuals and that if schools are to achieve the goal of inclusion they need to develop ways to accommodate each individual's needs.     

University education for all? Barriers to full inclusion of students with disabilities in Australian universities

In Australia, anti-discrimination legislation and government policies have been introduced which aim to facilitate the inclusion of people with disabilities in employment and education. However in the area of nursing, attitudinal barriers persist that effectively hinder the full participation of people with disabilities in nurse education programs. These attitudinal barriers prevail despite such legislative and policy changes, and run counter to changing community views about disability. Normative assumptions about the ideal attributes of nurses appear to influence these attitudes, especially in the area of admission of students with disabilities to nurse education programs per se, and to their participation in the practicum component of nurse education programs. This paper reports on research conducted in Victoria, Australia, by nurse academics and equity practitioners at three Victorian universities, into the barriers facing such students. The research examined the views of undergraduate student nurses, their lecturers and their clinical educators, nurse clinicians, and university disability practitioners about the participation of people with disabilities in nurse education programs. The research also sought to document their responses to a framework, developed through the research that aims to facilitate the inclusion of students with disabilities in undergraduate nursing programs. It did this against a pluralistic and technological milieu that in the researchers' view requires a more diverse mix within the nursing profession.     

Living and Learning at the Intersection: Student Homelessness and Complex Policy Environments

In urban districts, homeless and highly mobile students are an important contributor to achievement disparities—and their numbers are rising. To date there has been little inquiry into how broader education and housing policies shape the schooling experiences of homeless and highly mobile families. Using semi-structured interviews with 132 key community stakeholders (parents, school social workers, other school staff, and community/service personnel) in one urban area, this study explored how families living at the policy intersection of the McKinney-Vento Homeless Assistance Act and federal rehousing policies, such as the HEARTH Act, experience the schooling process. These policies have important impacts on students; the McKinney-Vento Act provides them with a range of supports while recent federal policies such as the HEARTH Act are shifting where and how they are living. Taking a policy perspective and drawing insights from Lin’s network theory of social capital, the findings suggest that these policies both independently and concomitantly shape families’ life opportunities. Implications for schools, communities, and scholars are addressed.     

Communities,families, and inclusion

Widespread interest in the concept of inclusion for young children with disabilities has been focused primarily on inclusion in day care and classroom settings. While these contexts provide important opportunities for inclusion, many other community contexts are also important. Interviews with families of children with and without disabilities were analyzed to identify factors that facilitated or served as barriers to children's inclusion in community settings. These factors are described in terms of their application to children with and without disabilities and the extent to which they were reflected in communities of varying size and various income levels. Results are interpreted with respect to an ecological model and are discussed in terms of their implications for intervention.     

The National Disability Insurance Scheme and access to education: progressive or coercive policy discourse?

This paper explores the experiences of a small group of families in Australia in relation to recent reform to disability policy by way of the National Disability Insurance Scheme (NDIS). Framed in critical disability perspectives of policy implementation research, the paper focuses on the extent to which the scheme articulates inclusive opportunities for children and young people with disabilities, particularly in relation to facilitating access to education. Interview data that illustrate families' expectations of the scheme and latter-day experiences, coercions and negotiations highlight the tensions that exist for scheme participants who draw on its provision to support their education. These first- and second-order policy effects indicate a welcome change to disability support in Australia, though the extent to which the scheme can advance inclusion for people with disabilities is uncertain, given the distance rendered between the policy and its participants and other service systems. The paper concludes with a theoretical discussion based on the analysis of how the NDIS is framed to interrelate with scheme participants and education and how it might be reframed for better outcomes.     

‘Talking up and talking down’: the presentation of educational need in an age of inclusive education policy reforms

This article draws on data from an ethnographic study that begins with the experiences of educational professionals doing the ‘work’ of educationally supporting students with long-term health conditions in a paediatric health-care setting in Victoria, Australia. The study was conducted over the same period of time but separately from the Keeping Connected project, although it utilises some selected research data produced as part of that larger-scale project. Investigations concerning the inclusion of students with disabilities – including those with long-term health conditions – within mainstream schools continue to indicate that not only do they often have specific educational needs but also that significant structural barriers exist within education for young people and families. I argue that intersecting discourses of child development and child-centred education, along with education reforms promoting social inclusion, construct particular understandings of capability and needs which do not fully account for the complexities facing teachers, students and families.     

‘Capitalising’ on community? Understanding and critiquing instrumentalist approaches to Indigenous schooling

This paper provides insights into non-Indigenous teachers’ efforts to engage proactively and productively with students to enhance their learning in a predominantly Indigenous community in northern Queensland, Australia. Drawing upon notions of ‘funds of knowledge’, forms of capital as part of community cultural wealth, Critical Race Theory, and ‘whiteness’ studies, the research explores and challenges how white teachers draw upon community as a form of ‘capital’ to enable them to foster their students’ learning. These efforts to ‘capitalise’ on community reveal the school as a site of struggle for genuinely inclusive educational practices. These struggles were evident in: teachers' and school administrators’ ostensive care about their students but struggles to translate this into robust expectations as part of a genuinely inclusive curriculum; the cultivation of social and cultural capital to learn about the nature of the communities in which teachers worked but a tendency to deploy such knowledges for more instrumentalist reasons as part of their engagement with both the ‘official’ curriculum and Indigenous students; and, a desire and capacity to develop connections between community cultural capital and more dominant forms of capital but in ways which do not adequately foreground Indigenous epistemologies as curriculum. The research reveals teachers’ efforts to develop understandings of community cultural wealth and the funds of knowledge within communities, but also how their understandings were partial and proximal, and how subsequent social and teaching practices tended to instrumentalise Indigenous perspectives and insights.     

Building social capital in early childhood education and care: an Australian study

Mounting research evidence demonstrates that effective ‘early childhood education and care’ (ECEC) has short‐term and longer‐term social and educational benefits for children and families. An allied body of evidence attests to the contribution of social capital (i.e. social networks and relationships based on trust) to such benefits. The research reported in this article bridges these two bodies of evidence by researching the social capital of children, their families and community members in the context of a state‐wide initiative (in Queensland, Australia) of integrated early childhood and family hubs. Drawn conceptually from the sociology of childhood, a methodological feature of the research is a broadened focus on children, not just adults, as reliable informants of their own everyday experience in ECEC. Some 138 children (aged 4–8 years) in urban and rural/remote localities in Queensland participated in research conversations about their social experience in and beyond ECEC. Children's social capital was found to be higher in the urban community than in the rural community, highlighting the potential of child and family hubs to strengthen children's social capital in those communities with few social facilities.     

The dynamic role of cultural capital in the competitive school admission process: a Chinese experience

School choice in China is a parent-initiated bottom-up movement characterised by the payment of a substantial ??choice fee?? to the desired school, and parents?? positional competition through the use of cultural, social and economic capital, before and during the school choice process. This study demonstrates that Chinese middle class parents?? cultural capital and their efforts to help their children to accumulate cultural capital through after-school activities greatly increase their positional advantage in the competitive school admission process in China. The Chinese practice of acquiring cultural capital outside the family has to some extent extended the development of Bourdieu??s cultural reproduction theory. The widespread practice of such actions by middle class families clearly illustrates how cultural capital can be used to maintain social stratification by perpetuating educational inequalities that lead to unequal life opportunities for differently schooled people.     

Envisioning the Future Without the Social Alienation of Difference

This article will honour the career of John Elkins by presenting themes from research associated with advocacy, inclusive education, and deinstitutionalisation. As a mentor John's interest in these areas is indicative of how his career has centred around making a difference for children and adults who are at risk of marginalisation. The evolution of inclusion will be focused upon but also discussed within the context of research findings that suggest a phenomenon of ongoing social alienation arising from difference. A recent typology of inclusion that arose from a follow-up study of 56 people, who had lived on average for 22 years in an institution, will be outlined. The majority of those people, 8 years on from leaving the institution, had made few if any community connections. This does not deny that living in the community is cause for celebration, but if an inclusive future is to be envisioned then the question remains as to what needs to happen to ensure that people have more than just a community presence. Several responses to this challenge will be examined. It will be argued, however, that whatever the solution the voice of people with disabilities needs to surface. The challenge of how people with disabilities can become "co-researchers" as opposed to the "researched" will then be discussed.     

Encouraging voices: listening to young people who have been marginalised

When provided with an opportunity to reflect upon their experiences of education, young people can often offer insights into those procedures and actions which have either supported or inhibited learning. In this article Richard Rose and Michael Shevlin describe how a team of researchers came together with a group of young people from marginalized communities, including those with disabilities, from refugee families or from ethnic minorities to explore the ways in which they had been included or excluded by the education system. The project described involved a team of people drawn from the UK and the Republic of Ireland. Their work focused upon the experiences of young people who were concerned to tell their stories and, in so doing, inform teachers and education policy makers about the steps which may be taken to enable the inclusion agenda to be more thoughtfully addressed.     

Deaf and hard-of-hearing adolescents’ experiences of inclusion and exclusion in mainstream and special schools in Sweden

This study examines the question of which school environment – special or mainstream school – is more favourable for deaf and hard-of-hearing students in Sweden, when it comes to their well-being, and their social and academic inclusion. The aim is threefold: first to compare the well-being of adolescents who are deaf or hard-of-hearing, who are deaf or hard-of-hearing and have additional disabilities, and who have no disabilities; second to compare the adolescents from the two deaf and hard-of-hearing groups and their experiences of inclusion and exclusion in school; and third to ascertain if any gender differences exist between the two groups of deaf and hard-of-hearing students concerning their experiences of inclusion and exclusion. A total of 7865 adolescents (13–18 years of age) answered a total survey about the life and health of young people in a county in Sweden. The results show that both boys and girls in the hard-of-hearing groups rated their well-being lower and were less satisfied with their lives than pupils without disabilities. They also show that the hard-of-hearing boys and girls attending special school were more satisfied with their lives and to a greater extent felt included both socially and academically than students in mainstream school.     

Developmental Expectations,Personality Stereotypes,and Attitudes Towards Inclusive Education: Community and teacher views of Down syndrome

Knowledge about Down syndrome and attitudes towards the educational inclusion of children with Down syndrome were examined in a sample of 2,053 people from the community and a group of 538 experienced teachers. Although both groups displayed reasonably accurate knowledge about Down syndrome and its developmental consequences, they significantly underestimated the average life expectancy for a person with the syndrome. In both groups, a positive stereotype of children with Down syndrome as particularly affectionate and happy was evident. Despite recognising the educational, social, and emotional benefits of inclusive schooling, only around 20% of each group believed that the regular classroom was the best setting for children with Down syndrome. The findings suggest that accurate knowledge and positive, but realistic, expectations are important for enhancing the acceptance of individuals with disabilities within their schools and communities.     

Interprofessional capital in children’s services transformations

This paper discusses the adoption of an integrated approach to children’s services. The paper opens by introducing the Scottish policy statements that recommend that it is at the level of the school and community that integrated services need to be effective for the aims of social justice and inclusion to be achieved. The policy discourses are analysed to reveal a number of potential issues of contention between the different practitioner groups involved in children’s services relating to the relocation of the space of integration and the nature of practitioner‐, practice‐ and governance‐level relations. The social capital theory is then introduced, and a multi‐level conceptual framework of sub‐types of social capital is proposed to chart and analyse intersections and potential points of disjuncture in the work of the different practitioner groups in schools. The concept of human capital is used to explore questions of practitioner knowledge, expertise and research practices. It is suggested that mapping the capital resources used by the children’s sector practitioners provide a framework to analyse how inter/transprofessional relations currently operate and to identify interstices where practitioners’ social and human capital need to be reconstructed to better serve children and young people, and their families.     

Human Rights and People with Disabilities

Discusses human rights issues related to people with disabilities in Australia. The issues surrounding human rights for people with disabilities are related to the concepts of discrimination, legislation and social justice. Findings from recent Federal inquiries into homeless children and mental illness highlight major deficits in services for persons with disabilities. Given the rapidly changing nature of our society, improved community‐based services must become a priority. Schools and education have a major role to play in the provision of such services. It is concluded that every Australian has the responsibility to advocate with and on behalf of people with disabilities.     

Prospects for Identity Formation for Lesbian,Gay, or Bisexual Persons with Developmental Disabilities

The theoretical and practical constraints of identity formation for lesbian, gay, and bisexual (LGB) persons with developmental disabilities are explored. Firstly, disability and queer theory and conceptions of identification and community are presented. This is followed by a synopsis of some of the common societal myths about disability and about homosexuality. Thirdly, we trace how these myths affect and filter into caregiver attitudes, lesbian and gay communities and communities of persons with disabilities, including developmental disabilities. All these factors conspire to inhibit self-identification as LGB for persons with developmental disabilities. It is further argued that neither disability theorists nor queer theorists have adequately accounted for such complex identities, and that, perhaps, a fusion of disability theory and queer theory may provide a more comprehensive lens to capture these complexities. We conclude with tentative yet practical suggestions to begin to create community for LGB persons with a developmental disability.     

Sudanese young people building capital in rural Australia: the role of mothers and community

This article draws on an ethnographic study that consisted of in-depth case studies of eight Sudanese young people of refugee background living in rural Australia. Prompted by concern over deficit views of young refugees that pervade educational literature, we aimed to understand what facilitates their successful resettlement into Australian rural communities. We were particularly interested in understanding the strengths, resources and capital they draw upon and generate through their participation in out-of-school social and learning contexts, as well as within family and community networks. Here, we focus on one of the study's participants, Samir. We highlight how his mother was instrumental in providing a safe and secure home environment where significant bonding capital was generated, as well as how she facilitated her son's participation in community and ethnic networks, thus enabling him to acquire bridging and linking social capital. We conclude by discussing the implications for schools and for research.