scholarly journals "Look at Me:" Portraiture and Agency

2012 ◽  
Vol 32 (4) ◽  
Author(s):  
Janet S. Sauer
Keyword(s):  
Special Education ◽  
Social Justice ◽  
Discourse Analysis ◽  
Young People ◽  
Observational Data ◽  
People With Disabilities ◽  
Qualitative Inquiry ◽  
Significant Disabilities ◽  
Social Construct ◽  
Research Paradigms

<p>Keywords: disability, methodology, portraiture, social justice, special education&nbsp;</p><p>Historically, the dominant research paradigms involving the study of people with disabilities involved experimentally designed studies or other medically orientated approaches. This paper examines portraiture as a form of qualitative inquiry offering emancipatory possibilities for children with significant disabilities and transformative positive reinterpretations of disability as a social construct for their teachers and other people in their lives.&nbsp; Three narrative portraits of young people with disabilities were created based on a year-long portraiture study involving the collection of observational data, informal interviews, artifacts, and discourse analysis to capture the &ldquo;essence&rdquo; of their humanness.&nbsp; Through an examination of this portrait study and others from across the humanities, this paper provides examples where the &ldquo;subjects&rdquo; asserted themselves in ways akin to Giroux&rsquo;s agency (1987) suggesting portraiture might provide a unique and credible avenue to respectfully study and learn more about people with disabilities too often left on the fringe of society.&nbsp;</p>

Building Bridges: Transition from School to Work for Youth Who are Disabled

1987 ◽  
Vol 18 (2) ◽  
pp. 15-20 ◽  
Author(s):  
Stephanie Johnson ◽  
Bobbie J. Atkins
Keyword(s):  
Special Education ◽  
Young People ◽  
Vocational Rehabilitation ◽  
Vocational Education ◽  
People With Disabilities ◽  
Transition Process ◽  
School To Work ◽  
Process Research ◽  
Roles And Responsibilities ◽  
Successful Employment

The purpose of this article is to describe those components of transition necessary for successful employment outcomes of young people with disabilities. The roles and responsibilities of vocational rehabilitation, special education, and vocational education are described. Parent/guardian and employer involvement were discussed as being essential to the transition process. Research is needed to provide background in developing a thorough, sequential, and formalized process of transition from school to work.

scholarly journals A qualitative inquiry into social justice issues facing educators of students with autism spectrum disorders

2017 ◽  
Author(s):  
◽  
Adam John Stephens
Keyword(s):  
Special Education ◽  
Social Justice ◽  
School Districts ◽  
Phenomenological Study ◽  
School Personnel ◽  
Autism Spectrum ◽  
Qualitative Inquiry ◽  
Learner Outcomes ◽  
Social Justice Theory ◽  
K 12

The purpose of this study was to explore the experiences of various educators charged with the task of educating students with ASD within three public Midwestern school districts. Through the lens of social justice theory, this phenomenological study sought to further the understanding of the unique and varied needs of both the ASD student subgroup, and the multiple school stakeholders charged with providing equity within ASD education. The researcher examined the views and perceptions of special education administrators, special education teachers, and paraprofessionals with regard to challenges and obstacles to ASD equity, and methods used to overcome those obstacles. Participant responses demonstrated that the social justice principles of distribution, recognition, and opportunities (Hytten and Bettez, 2011), are reflected in the practices of ASD educators at varying levels levels. However, within certain school personnel, a lack of knowledge and valuation of students with ASD is still prevalent. Therefore, the implications of this study demonstrate a need for K-12 school districts and higher education institutions to offer more opportunities for educators of students with ASD to learn about their unique traits and strategies the study findings and research have shown improve learner outcomes for students across the autism spectrum.

Existing Robotics Technologies for Implementation of Special Education

2022 ◽  
pp. 757-774
Author(s):  
Roman Zahariev Zahariev ◽  
Nina Valchkova
Keyword(s):  
Special Education ◽  
Young People ◽  
Cognitive Processes ◽  
People With Disabilities ◽  
Humanoid Robots ◽  
Point Of View ◽  
Sources Of Information ◽  
Multiple Sources ◽  
Related Information ◽  
Cognitive Robotic

Collaborative robots (Cobots) are described from the point of view of the cognitive processes underlying the perception and emotional expression of learners based on individual human interacting with non-humanoid robots. The chapter describes a project that is aimed at the development and prototyping of mobile cognitive robotic system designed for service and assistance to people with disabilities. In creating this robot called “AnRI” (anthropomorphic robot intelligent) the experience from building the previous one was used, and it was used in the project Conduct Research into the Adoption of Robotic Technologies in Special Education by Children, Young People, and Pedagogical Specialists. It is described as a device of the robot and realization of cognitive processes to integrate knowledge-related information from sensors, actuators, and multiple sources of information vital to the process of serving people with disabilities.

scholarly journals Inclusive Education in Technical University

2018 ◽  
Vol 7 (4.36) ◽  
pp. 1020
Author(s):  
O. G. Savka ◽  
E. V. Milkina
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Young People ◽  
Students With Disabilities ◽  
Present Article ◽  
Inclusive Education ◽  
Statistical Data ◽  
Higher Education Institutions ◽  
People With Disabilities ◽  
Technical University

 The present article addresses the issue of importance of inclusive education in higher education institutions with statistical data on students with disabilities undergoing training. In this article the problems of university readiness for implementation of inclusive education of young people with disabilities are analyzed; and the legal, educational and systemic aspects of special education are investigated.  

Existing Robotics Technologies for Implementation of Special Education

2019 ◽  
pp. 44-61
Author(s):  
Roman Zahariev Zahariev ◽  
Nina Valchkova
Keyword(s):  
Special Education ◽  
Young People ◽  
Cognitive Processes ◽  
People With Disabilities ◽  
Humanoid Robots ◽  
Point Of View ◽  
Sources Of Information ◽  
Multiple Sources ◽  
Related Information ◽  
Cognitive Robotic

Collaborative robots (Cobots) are described from the point of view of the cognitive processes underlying the perception and emotional expression of learners based on individual human interacting with non-humanoid robots. The chapter describes a project that is aimed at the development and prototyping of mobile cognitive robotic system designed for service and assistance to people with disabilities. In creating this robot called “AnRI” (anthropomorphic robot intelligent) the experience from building the previous one was used, and it was used in the project Conduct Research into the Adoption of Robotic Technologies in Special Education by Children, Young People, and Pedagogical Specialists. It is described as a device of the robot and realization of cognitive processes to integrate knowledge-related information from sensors, actuators, and multiple sources of information vital to the process of serving people with disabilities.

The Transition of Young People with Disabilities from School to Work and Adult Living

1990 ◽  
Vol 14 (1) ◽  
pp. 20-31
Author(s):  
Trevor R. Parmenter
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Young People ◽  
Family Support ◽  
People With Disabilities ◽  
School To Work ◽  
Memorial Lecture ◽  
Education Association ◽  
Work Family

It is a singular honour for me to have been invited to deliver the inaugural Len Cosson Memorial Lecture. It is obvious that Len’s Stirling contribution to special education in New Zealand will endure. His ability to enthuse peers and students alike will live on and will affect for the better the quality of the lives of young people with disabilities. Despite his untimely death, his family and professional colleagues can be comforted by the knowledge that Len’s ideas and vision will remain a beacon for those who follow in his footsteps. He has provided some very real challenges for the New Zealand Special Education Association - challenges that will be met if you emulate the truly professional approach that he maintained throughout his illustrious career. He obviously lived to the full the values and precepts that many of us aspire to, but often fall short of. While I did not have the privilege of knowing Len, I feel enriched by being in the company of so many people whose lives he touched in such a profound way.In the following presentation I wish to report the results of a study that examined the postschool experiences of 73 young people with a range of disabilities who left a special education facility in NSW in 1985. The roles that work, family support and friendship patterns played in their postschool experiences are analysed. The study points to the need for a more coordinated approach to the planning and delivery of transition education services to young people with disabilities.

scholarly journals Voices of Youth in an Ethiopian NGO's educational program: A holistic view at enabling factors

2013 ◽  
Vol 42 (1) ◽  
Author(s):  
Nathalie Piquemal
Keyword(s):  
Social Justice ◽  
Young People ◽  
Educational Program ◽  
Educational Programs ◽  
Qualitative Inquiry ◽  
Methodological Framework ◽  
Structured Interviews ◽  
Enabling Factors ◽  
Holistic View ◽  
The Impact

This paper explores the impact that a Canadian NGO’s supported educational programs in Ethiopia have had on orphaned and vulnerable young people, socially, emotionally, and academically, as experienced, storied and understood by the children and adolescents themselves. Using Bronfenbrenner’s (2005) bio-ecological theory of human development as a theoretical framework and qualitative inquiry, specifically semi-structured interviews with 37 children and youths between 9 and 17 years old, as a methodological framework, this study explores factors that promote empowerment, resilience, and hope though students’ experiences and perceptions in these NGO’s educational programs. Discussion includes reflection gender, social justice, and implications for practice for Canadian educators who work with vulnerable youths, such as war-affected students.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

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