Special Education and the Linguistically Different Child

1974 ◽  
Vol 40 (8) ◽  
pp. 589-599 ◽  
Author(s):  
Diane N. Bryen
Keyword(s):  
Special Education ◽  
Verbal Behavior ◽  
Minority Group ◽  
Educational Practice ◽  
Educational Placement ◽  
Linguistic Difference ◽  
Educational Implications ◽  
Minority Group Children ◽  
Special Classes

The educational practice of grouping children on the basis of ability has recently been charged as discriminatory because the tests used for educational placement may be linguistically and culturally biased and may serve to place disproportionate numbers of minority group children (especially speakers of nonstandard English) into special classes. Because of this indictment, the linguistic deficit and the linguistic difference models are explored as possible explanation of the verbal behavior of linguistically different children. In addition, educational implications of each model are discussed.

Feminist critique of developmentalism

2005 ◽  
Vol 3 (3) ◽  
pp. 299-326 ◽  
Author(s):  
Linda Spatig
Keyword(s):  
Learning Communities ◽  
Human Development ◽  
Educational Practice ◽  
Educational Reforms ◽  
Feminist Critique ◽  
School Practices ◽  
Feminist Literature ◽  
Curriculum And Pedagogy ◽  
Educational Implications ◽  
Teachers And Students

Drawing on published feminist literature, this essay deconstructs developmentalism as a metanarrative that contributes to the oppression and exploitation of women and underpins educational practice. First, I examine feminist critiques of developmentalism, distinguishing between ‘insider critiques’ formulated by feminist psychologists evaluating and trying to improve traditional theories of human development and ‘outsider critiques’ articulated by feminists, both within and outside psychology, challenging science itself. Second, I address educational implications of the insider and outsider critiques of developmentalism. Educational reforms spawned by insider feminist critiques consist largely of efforts to make curriculum and pedagogy more ‘girl-friendly’. Reforms aligned with outsider feminist critiques call for ‘critique-friendly’ schooling that provides opportunities for reconceptualizing gender dualisms, critiquing school practices that strengthen dualisms and ongoing critique of educational reforms initiated in the name of such critiques. Following the outside critiques, I argue for feminist learning communities with authentic relationships between teachers and students whose diverse and changing identities and ideas are respectfully and compassionately acknowledged.

scholarly journals Roma in Special Education: Discriminating, Segregating, and Limiting Opportunities to Roma Students by Placing Them in Special Schools

2011 ◽  
Vol 9 (2) ◽  
pp. 175-194
Author(s):  
Maria Roth ◽  
Lorena Văetişi
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Special Education ◽  
Ethnic Group ◽  
Educational Practice ◽  
Research Data ◽  
School Education ◽  
Educational Practices ◽  
Special Schools ◽  
Technical High School

Abstract In social and educational practices, a number of ‘negative’ descriptive categories such as minority or disability determines inequalities and deepens the vulnerability of such groups. We focus on the Roma students enrolled in Special Education and analyse the mechanisms of (re)producing stereotypes and discrimination. We interpret qualitative research data, conducted in a technical high-school from Cluj-Napoca. Our study concludes that Roma schoolchildren enrolled in special education, whether or not really disabled are discriminated against (on behalf of an educational practice that reinforces the stigma of an inferior ethnic group, socio-culturally marginalized) and thus, their opportunities are severely limited, since their very youthful years, spent in school education.

IQ Increases of Disadvantaged Minority-Group Children following Innovative Enrichment Program

1971 ◽  
Vol 29 (3) ◽  
pp. 805-806
Author(s):  
M. S. Marshall ◽  
P. M. Bentler
Keyword(s):  
Minority Group ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Test Form ◽  
School Year ◽  
Enrichment Program ◽  
Minority Group Children

IQs of 11 disadvantaged Negro 4-yr.-olds enrolled in a 9-mo. innovative enrichment program increased by a mean of 23.5 points on the Peabody Picture Vocabulary Test, Form A, in one school year.

Code-switching in Jamaica Creole: Some Educational Implications

1978 ◽  
Vol 5 (1&2) ◽  
pp. 16-31
Author(s):  
Velma Pollard
Keyword(s):  
Comparative Study ◽  
English Language ◽  
Educational Practice ◽  
Code Switching ◽  
Linguistic Research ◽  
Educational Implications ◽  
Actual Speech ◽  
The Caribbean ◽  
Jamaican Creole

The importance to educational practice of linguistic research in the Caribbean has never been underplayed. Although linguistic descriptions have a validity all their own, it is in their application to educational practice that they can best serve our societies. Bailey, in the conclusion to her definitive work "Jamaica Creole Syntax", comments that the work should help "provide the basis for a thorough comparative study of the two languages on which alone satisfactory English language texts for the island's schools should be based." This paper hopes to look at the phenomenon of code-switching in Jamaican Creole by examining in detail certain actual speech situations, with a view to discovering how the classroom operation can benefit from first-hand knowledge of how situations tend to condition the individual's choice of speech style.

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