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A Transformatory Ethic of Inclusion

Rupturing concepts of disability and inclusion

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Jayne Clapton

Inclusion, is a topical notion which underpins contemporary human service practices and policies within Western Judeo-Christian societies. Inclusion is most often considered within socio-historical and socio-political contexts, whereby technical and legislative responses are sought. However, this book explores the question, "How ethically defensible is the notion of inclusion in relation to people with intellectual disability?" The book contends that inclusion is a multifaceted, complex concept in a dualistic and dichotomous relationship with exclusion. It is argued that historical and contemporary conceptualisations of exclusion for people with intellectual disability have been constructed from various philosophical and theological matrices imbued with particular values about personhood. Furthermore, it is proposed that the ethical significance of inclusion and exclusion in the context of intellectual disability is defined and perpetuated by expressions of a particular socio-symbolic order underpinned by patriarchy and kyriarchy, and subjected to two controlling ethics - an Ethic of Normalcy and an Ethic of Anomaly. Inclusion and exclusion are conceived as phenomena relating to how membership is defined, legitimated, or repelled by concealed, occluding boundaries acting within a patriarchal socio-ethical fabric. The book argues that Ethical Inclusion is only possible through the rupture of these boundaries by a conceptual tool, 'A Transformatory Ethic of Inclusion'. This conceptual instrument of rupture embraces the scholarship of feminist ethics and feminist theology. Such a rupture requires examining the ways traditional ethical frameworks themselves have conceptually diminished and devalued the authenticity of people with intellectual disability. A concept of integrality becomes imaginable. Conceptual analysis is framed using a crafting metaphor of a patchwork quilt which is infused with narrative; and by which, such an ethical exploration is undertaken, and impaired, traditional ethical theorising is confronted and transformed.

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Edited by Julie Allan, Jenny Ozga and Geri Smith

Social Capital, Professionalism and Diversity is a response to the challenges faced by teachers and other public sector professionals in attempting to manage an increasingly diverse population, whilst simultaneously being subjected to public scrutiny through measures of performance.
Social capital has increasingly been seen by policy makers and academics as a possible resource for education, allowing children and young people, and the professionals who work with them, to do better as a result of having strong networks, relationships and trust. There has, however, been little attention to how social capital might actually be used by professionals within educational contexts or to the benefits of enhanced social capital for children and young people, their families, and the professionals themselves.
The contributors to this volume provide commentaries on what is known about social capital and its use in educational contexts; the engagement of teachers and other professionals with diversity; and social capital and diversity among children, young people and families.
Social Capital, Professionalism and Diversity will appeal to teacher educators and policymakers with concerns about the challenges faced by teachers and other public sector professionals and with an interest in how social capital might enable an effective response to diversity in educational contexts. The book will be of particular interest and use to student and beginning teachers in responding to diversity as they develop their own professional identities and to practising teachers with an interest in pursuing new forms of professional renewal.

We've Scene it All Before

Using Film Clips in Diversity Awareness Training

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Brian C. Johnson

A revolutionary tool for corporate and academic trainers, We’ve Scene It All Before harnesses the power of mainstream Hollywood film to enhance educational sessions about diversity and social justice. This resource manual offers practical guidance on how to effectively use the concept of difference as a starting point towards true inclusion.
Seasoned and novice trainers will appreciate the suggested strategies and best practices on facilitating diversity dialogues, which are coupled with a set of twenty-five definitions that introduce and raise awareness of the personal and systemic nature of difference, discrimination, and power. Workshops on human relations and workplace diversity must move beyond the superficial “celebration” of diversity to the dismantling of systems of privilege and oppression that create environments where members of the organization are disenfranchised and disempowered.
Using clips from a variety of genres of mainstream film allows the trainer to make intercultural concepts visible and offers a way for us to challenge our own values and assumptions. Participants will enjoy the presentations more as they view some of their favorite films in a whole new way; using this familiar medium creates a common basis for entering the discussions all the while giving us the permission to talk about serious and often controversial subjects.
We’ve Scene It All Before: Using Film Clips in Diversity Awareness Training is a learning tool which will be tremendously useful in reducing resistance and increasing thoughtful cross-cultural dialogue.

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Edited by Michele Koomen, Sami Kahn, Christopher L. Atchison and Tiffany A. Wild

levels of experience and expertise in the subject matter: persons with disabilities. We asked authors to engage and write with persons with disabilities about their science experiences. Together, they communicate experiences in the science classroom, the good and the bad, in hopes that teachers will

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Jenna Porter and Kathy Gee

separate general education and special education departments. Our new Teaching Credentials Department offers multiple and single subject credentials, as well as education specialist credentials for mild/moderate disabilities and moderate/severe disabilities (these are the California Commission on Teacher

Looking through the Window to Help Teach Others

Science Stories of Three Young Women

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Lauren Madden, Amy Schuler, Melissa Friedman, Shanaya Panday and Danielle Koehler

al. (2013) found that elementary students classified as having severe disabilities were able to learn and retain science content across four different subject areas using the Early Science curriculum, which includes scripted guidelines, vocabulary, and inquiry skill type activities, in a “pull

Crosscutting through Science Education

Opportunities for Inclusion Resulting in Exceptional Learning for All

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Terri Hebert, Jannnike Jakobsen Seward and R. Lee Smith

in unpredictable situations, which is often the case in inquiry-based science experiments. To meet all students’ needs, we should supplement this type of learning with explicit instruction ( Rizzo & Taylor, 2016 ), not only within the sciences, but in all subjects requiring cognitive strategies

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Judith S. Lederman and Selina Bartels Selina Bartels

scientific investigation Science is based on observations and inferences Scientific knowledge is empirically based Scientific knowledge is subjective Scientific knowledge is subject to change Scientific knowledge is creative In addition, the protocol has students provide their understandings about what

Tanglde in Tetx

What I Want You to Know about My Dyslexic Self

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Merrie Koester

church mouse , terrified they call on me to read or answer a question . My experience with science was pretty much the same with all my subjects . You get what you pay for . I mean really – free public education is just what it is – it sucks . And it’s sad that it’s like that . I’ve always enjoyed