Voices and visions from ethnoculturally diverse young people with disabilities [electronic resource] / Amanda Ajodhia-Andrews.
Ajodhia-Andrew, Amanda.
2016
LC4812
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Title
Voices and visions from ethnoculturally diverse young people with disabilities [electronic resource] / Amanda Ajodhia-Andrews.
Author
Ajodhia-Andrew, Amanda.
ISBN
9789463002356 (electronic book)
9463002359 (electronic book)
9789463002332
9789463002349
DOI
https://doi.org/10.1007/978-94-6300-235-6
Publication Details
Rotterdam : Sense Publishers, ©2016.
Language
English
Description
1 online resource.
Item Number
10.1007/978-94-6300-235-6 doi
Call Number
LC4812
Dewey Decimal Classification
371.9
370
Summary
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 years old), undergo heightened academic challenges. Yet, what are children with disabilities? personal schooling experiences, and how may these insights support inclusive learning, teaching, and sense of belonging? Within Toronto, one of the most diverse Canadian cities, this book explores the stories and experiences of six middle years children with intersecting differences of race, ethnicity, language, and disabilities (particularly autism). Through narrative and critical discourse analysis research methods the children?s views were accessed via a mosaic multi-method data collection approach, including their own photography, drawings, journal writings, imaginative story games, and interview texts. The children?s narratives illustrate their understandings of differences, learning, and inclusion. This book presents innovative insights highlighting the voices of children with disabilities as they navigate through complex issues of diversity and share how these impact their understandings and experiences of school inclusion and exclusion. The author advocates inviting the voices of children with intersecting differences into educational conversations and research processes, as they may adeptly advance areas of inclusion and diversity.
Bibliography, etc. Note
Includes bibliographical references.
Access Note
Access limited to authorized users.
Source of Description
Description based on print version record.
Available in Other Form
Voices and Visions from Ethnoculturally Diverse Young People with Disabilities : Diverse Young People with Disabilities
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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.

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