scholarly journals Constructivism in the Shade of Racial, Ethnic, and Special Needs Diversity Students

2021 ◽  
Vol 4 (2) ◽  
pp. 93-105
Author(s):  
George Kaliampos ◽  
Keyword(s):  
Life Experiences ◽  
Science Classroom ◽  
Natural World ◽  
Student Diversity ◽  
Special Education Needs ◽  
Education Needs ◽  
Cultural Origins ◽  
Mainstream Students ◽  
Racial Ethnic ◽  
Shed Light

The last decades the population of learners has dramatically changed in the majority of western societies. Students with diverse ethnic and racial backgrounds as well as students that fall into the scope of special education needs have enrolled in schooling without being able to perform competitively in science compared to the mainstream students. A prominent reason, among others, lies on the fact that the cultural origins of these pupils are often not taken into account into the teaching process. It seems that these children are taught science in school without any consideration, from both their teachers and the curriculum, about their diversity background and their unique life experiences that have inevitably affected their way of viewing the natural world around them. The present paper aspires to shed light on this issue and act as a call for science education pioneers to expand constructivism theory in order to address student diversity in science classroom.

Varieties of Understanding

2019 ◽  
Keyword(s):  
Natural World ◽  
Cognitive Resources ◽  
The World ◽  
Historical Tradition ◽  
Normative Considerations ◽  
Shed Light

According to a long historical tradition, understanding comes in different varieties. In particular, it is said that understanding people has a different epistemic profile than understanding the natural world—it calls on different cognitive resources, for instance, and brings to bear distinctive normative considerations. Thus in order to understand people we might need to appreciate, or in some way sympathetically reconstruct, the reasons that led a person to act in a certain way. By comparison, when it comes to understanding natural events, like earthquakes or eclipses, no appreciation of reasons or acts of sympathetic reconstruction is arguably needed—mainly because there are no reasons on the scene to even be appreciated, and no perspectives to be sympathetically pieced together. In this volume some of the world’s leading philosophers, psychologists, and theologians shed light on the various ways in which we understand the world, pushing debates on this issue to new levels of sophistication and insight.

Identical Readers, Identical Readings?: First-Generation Twin Brothers and the Process of Constructing Textual Relevance

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Katie Sciurba
Keyword(s):  
First Generation ◽  
Literacy Education ◽  
Male Students ◽  
Adolescent Male ◽  
Student Diversity ◽  
Structured Interviews ◽  
Indian American ◽  
New Perspective ◽  
Constructing Meaning ◽  
Racial Ethnic

Abstract This study examines the ways in which a pair of identical-looking fraternal twins – first-generation Indian-American adolescent male students at a private all-boys school – construct personal meaning, or textual relevance, as readers. Semi-structured interviews with the two young men were conducted to determine the degrees to which their connections to literature were influenced by a) their racial/ethnic/cultural identities, b) their gender identities, and/or c) other aspects of their identities. The brothers’ responses, which differ significantly from one another’s and demonstrate the complexities of constructing meaning from texts, provide new perspective on how to best reach individual students – particularly students from nondominant groups. The data indicates that educators would benefit significantly from including young people’s perspectives in attempts to represent them and their identities within literacy education contexts. Ultimately, this study calls for a broadened theory of reader response – one that accounts for student diversity, within and across groups, and encourages young people to share how their worlds impact their readings of the word.

The Impact of Public Policy on Support Services for Indigenous Families with Children with Special Education Needs

2017 ◽  
Vol 47 (2) ◽  
pp. 198-205 ◽  
Author(s):  
Karen Trimmer ◽  
Roselyn Dixon
Keyword(s):  
National Policy ◽  
Disability Services ◽  
For Profit ◽  
The Past ◽  
Not For Profit ◽  
Special Education Needs ◽  
Provision Of Services ◽  
Education Needs ◽  
Families With Children ◽  
The Impact

In Australia and Europe, government agencies and not-for-profit organisations (NFPOs) have had long involvement in the funding and provision of community disability services. Significant change has occurred in Australia over the past two decades in the way government funds are expended, with marketplace mechanisms increasingly being used. As a consequence of economic and governance imperatives, funding of services via NFPOs has changed significantly with a move away from the provision of grants to the contracting of these organisations for the provision of services. In 2013, a new national policy, the National Disability Insurance Scheme (NDIS), was introduced that has impacts for the provision of disability services for children and their families. In particular, Indigenous families are likely to experience barriers in accessing services. This paper reviews the impact of international changes in policy and associated funding models and considers the impacts and research implications of Australia's initial experience of implementation of the NDIS.

scholarly journals Niepełnosprawność i specjalne potrzeby edukacyjne w świetle polskiej i brytyjskiej poprawności politycznej

Neofilolog ◽  
1970 ◽  
pp. 29-40
Author(s):  
Iwona Dronia Iwona Dronia
Keyword(s):  
Special Education ◽  
Political Correctness ◽  
Legal Status ◽  
European Countries ◽  
Physical Impairment ◽  
Educational Context ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs ◽  
The Uk

The main goal of this article is to describe the legal status and situation of disabled learners in Poland, the UK and in other European countries. The author wishes to analyze whether the trends advocated by the principles of Political Correctness (PC) have influenced the language used in the educational context, and, in particular, towards students of special education needs (SEN). The article attempts to demonstrate that neither English nor Polish are sufficiently polite in terms of describing, categorizing, evaluating or naming all the learners, who, owing to their mental or physical impairment, have Special Educational Needs.

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