Changes are occuring at a startling fillip in our society and our world. One of the changes is the need to revamp how persons with disabilities are treated and educated…
Changes are occuring at a startling fillip in our society and our world. One of the changes is the need to revamp how persons with disabilities are treated and educated. In the United States of America, laws have been pulmulgated to reduce the plight of learners with disabilties. As a result, myriad intervention strategies have been instituted to identify, assess, label, place, and educate these learners. However, some interventions continue to be very traditional. To go beyond tradition and adequately maximize the fullest potential of learners with disabilties, we must value the “specialness” of special education as a powerful intervention program, listen to new voices with new ideas, and debunk deficit thinking that are prejudicial, especially in helping people with disabilities to survive in our competitive society. Interestingly, the chapters in this book have exposed the different intervention options for learners with disabilities. Clearly, without innovative interventions for these learners, special education will be a failure.
Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general…
Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.
Most of us believe that entrepreneurs are special. We do this because both scholars and practitioners tell us so.
Hobson's choice is a “no-choice” choice that gives general and special educators the traditional impetus to do what they want in classrooms. While there is some “goodness”…
Hobson's choice is a “no-choice” choice that gives general and special educators the traditional impetus to do what they want in classrooms. While there is some “goodness” in having this power and audacity to control whatever happens in classrooms, it does not allow for creativity, flexibility, adaptability, modification, especially in behavior management, assessment practices, instructional delivery. In addition, it presents many practical problems in this era of response-to-intervention (Rtl) and actually devalues the integrity of any form of remedial or special education. For many culturally and linguistically diverse (CLD) learners who are already operating at different cultural, linguistic, and racial levels with their teachers and service providers, the Hobson's choice can have some unintended devastating educational effects. For example, by not allowing any alternatively creative options, CLD learners can be misidentified, misassessed, miscategorized, misplaced, and misinstructed. More so, it can lead to school drop out and increase in school and societal problems. Clearly, rather than impose the “no-choice” choice on CLD students who are sometimes disenfranchised because of the differences that they bring to school programs, it is important for general and special educators to be innovative in managing inappropriate behaviors in today's multicultural classrooms. This is the premise of this chapter.
In Part One of ?From the Genius of the Man to the Man of Genius’ I argued that classical and medieval inscriptions of genius figures suggest a coevalence between…
In Part One of ?From the Genius of the Man to the Man of Genius’ I argued that classical and medieval inscriptions of genius figures suggest a coevalence between characters in their respective cosmologies, making it relatively more difficult to delineate Man from “spirits” and “other organisms”. The labour that genii performed flowed around two significant tropes of production and reproduction whose specificities were inflected in and across sources. In medieval poetry, for instance, genius figures took up a new role in regard to the reproduction trope, as promoter of virtue (in the form of censuring the seven deadly sins) and condemner of vice (in the form of prohibition against same sex intercourse). The sedimentation (complex processes of character‐formation), directionality (patterns of descent) and sexual ecology (emergence of a field of ethics) that the medieval literature embodies also indexes an opening disarticulation of Man from universe and the possibility of grounding “morality” in and as His love choices. Through a series of narrative structures, binary concepts and new sources of authority under Christianity the figure now referred to in philosophy as “the subject” is given early grounds upon which to form in the medieval poems.
The situating of pimatisiwin as a framework for spatial justice and self-determination aids educators in strengthening their understandings of Indigenous knowledges to…
The situating of pimatisiwin as a framework for spatial justice and self-determination aids educators in strengthening their understandings of Indigenous knowledges to support an authentic inclusion of Indigenous students with disabilities. Through the sharing of Canada’s colonial history, and by critically examining the principles of care within special education, the author exposes its relationship with ableism, normalcy, eugenics, and white privilege to show how Indigenous peoples continue to be marginalized in the twenty-first century. This justice work asks educators to shift their perspectives of inclusion and wellness through the insertion of an Indigenous lens, one to help them see and hear the faces and voices of disabled Aboriginal children and their kinships. The chapter discusses the social model of disability, the psychology of Gentle Teaching, Indigenous ethics, and principles of natural laws through the voices of Nehiyawak and other knowledge keepers, in order to suggest an agenda for educators to come to an understanding of an emancipatory and gentle education. Spatial justice and Indigenous epistemologies merge as synergistic, inclusive, and holistic entities, to support Aboriginal children and youth as both they and those who teach learn to celebrate disabled ontologies. The chapter concludes by presenting how Gentle Teaching and Indigenous ways of knowing should be honored in this quest of creating an equitable, caring, and inclusive society for all disabled Indigenous children and youth.
This study examines subject and self-metaphors in Cantonese in order to understand the impact of self-conceptualization on self-giving in Hong Kong. The bifurcation of the…
This study examines subject and self-metaphors in Cantonese in order to understand the impact of self-conceptualization on self-giving in Hong Kong. The bifurcation of the individual in Hong Kong signals the importance of the subject and the relational self in Chinese culture. The word for person (rén) is written as two individuals interacting with each other, so communication between the subject and the relational self has a significant impact on self-giving as evidenced by the most prevalent type of gift – the puritanical one. The mental accounting in this instance reflects the importance given to the consideration of others prior to or simultaneously with rewarding oneself for the successful achievement of a personal goal. Both whimsical and therapeutic gifts are fairly rare and justified in a more elaborate fashion. Indulging oneself by purchasing consumer goods or services for special occasions is acceptable when they are not provided by relevant others, such as close friends or family. Purchasing clothes and shoes for Chinese New Year is not necessarily viewed as a self-gift because this occasion is an auspicious one, requiring the wearer to attire herself in new outfits in order to attract good fortune. Finally, the presence of self-gifts in Hong Kong justifies its inclusion in the gift continuum.
Education and new technologies travel parallel pathways, with each often informing development of the other. In recent decades, educators have utilized technologies, such…
Education and new technologies travel parallel pathways, with each often informing development of the other. In recent decades, educators have utilized technologies, such as television and the Internet, to develop and deliver course content. More recently, another technology has emerged that might possibly change education as it is currently practiced. Augmented reality merges manipulable digital imagery into real-world spaces and in real time. The technologies used to create augmented environments already exist in the mass market and have already begun to show up in a wide variety of fields, including education. This chapter will provide an overview of augmented reality and explore current and potential uses in higher education.
The purpose of this paper is to introduce the special issue of case studies in the enterprise diversity of wine business and to situate the wine business cases selected…
The purpose of this paper is to introduce the special issue of case studies in the enterprise diversity of wine business and to situate the wine business cases selected for this special issue, which feature a diversity of formats and approaches.
Rigour and relevance underpinned the choice of case studies for this special issue. All of the cases are informed by theory, and all share a common concern with the understanding of wine business phenomena and origins in or links to practice.
There is no consensus view on what a case is and what it is for in business research and teaching generally, and that this is appropriate given pluralistic approaches to teaching and research in the various business disciplines. Supporting this argument, the various types of cases encountered in the business literature are considered and an overview offered based on purpose, motivation, similarities and differences and common themes.
Each of the wine business cases presented in this special issue is situated within a typology, in which each offers a different approach to providing insight into the business of wine. The paper concludes with a discussion of current and future directions for business case studies and methods.