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Voices and visions from ethnoculturally diverse young people with disabilities /
Many Canadian children from minority status groups experience long-term academic complexities, influencing their sense of school belonging and engagement. Research demonstrates children with intersecting differences of race, ethnicity, language, and disability, and those in their middle years (10?13...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam :
Sense Publishers,
©2016.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Acknowledgments
- List of Tables
- List of Figures
- Introduction
- A Multiplicity of Voices
- Defining Terms: Why Minoritized?
- Canada?s Educational Landscape and Middle Years Minoritized Children
- Purpose of the Study
- Inclusion, Disability, Autism, and Policy: Considering Context
- Models of Disability
- Autism Spectrum Disorder
- Autism Spectrum Disorder and Diagnostic Statistics in Canada
- Canadian Policies on Disability, Autism, and Inclusion
- Complexities of Multiple Differences, Inclusive Education, and Student Voice
- Differences and Intersectionality
- Schools and Inequities
- Inclusive Education and School Knowledge
- Inclusive Education, Marginalization, and Difference
- Teacher Conceptions of Diversity and Inclusion
- Children?s Involvement in Inclusive Educational Research
- Participants? Portraits and Personal Narratives
- Gem
- Alice
- Simon
- Mew
- Edward
- William
- Understandings of Differences: Ethnicity, Culture, Race, Language, Disability, and Autism
- General Perspectives on Differences
- Ethnicity, Culture, Race, and Language
- Disability and Autism
- Sense of School Belonging: Dilemmas of Inclusion and Exclusion
- Inclusion
- Exclusion
- Intersections of Differences and Forms of Oppression: What Does This Mean for Schools?
- Research with Minoritized Disabled Young People
- Concluding Remarks
- References.