ERIC Number: EJ1114021
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Stimulating Tensions in Special Education Teachers' Figured World: An Approach toward Inclusive Education
Thorius, Kathleen A. K.
International Journal of Inclusive Education, v20 n12 p1326-1343 2016
I examine special educators' professional identity emergence and tensions within a researcher-facilitated teacher learning community. I introduced tools to evoke and challenge inequities in educational systems and via which participants examined and planned general education instruction for students with dis/abilities. Initially, professional identity, or figured world, emerged as performance of pathologising and relatedly, remediating students. Over time, participants expressed tensions as they engaged tools to examine structural limitations and design more universally accessible instruction; figured worlds shifted to critical sense-making about their positioning by general education colleagues and school structural barriers, and procedural identity performance tied to investigating student assets. Findings suggest potential for purposefully designed artefacts to mediate special educators' development as (more) inclusive educators.
Descriptors: Special Education, Special Education Teachers, Inclusion, Regular and Special Education Relationship, Learning Disabilities, Professional Identity, Principals, Intervention, Grounded Theory, Access to Education, Preservice Teachers, Inservice Teacher Education, Elementary Secondary Education, Partnerships in Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Sponsor: Office of Elementary and Secondary Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: S004D110021