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ERIC Number: EJ834289
Record Type: Journal
Publication Date: 2008-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1710-2146
Shifting Attitudes of Related Service Providers: A Disability Studies & Critical Pedagogy Approach
Nevin, Ann; Smith, Robin M.; McNeil, Mary
International Journal of Whole Schooling, v4 n1 p1-12 Mar 2008
The authors support role changes for educational practitioners who work with children and youth with disabilities as they make important transitions. Principles from critical pedagogy and disability studies are summarized to provide a new theoretical framework to support role changes. Rather than needs-based services that focus on helping those with disabilities cope with deficits, the authors support an empowering person-centered, strengths-based orientation that allows educational practitioners to perceive the their clients as competent and complex. The authors issue a call to action to encourage more widespread implementation of the principles of critical pedagogy and disability studies within the professional cultures of educational consultants, school psychologists, and agency personnel who work with clients with disabilities. Principles derived from critical pedagogy and disability studies provide the theoretical framework for the proposed shift in roles that change the basis upon which consulting services are provided. Both approaches are student or client centered. In the following section, we provide key information to help readers understand the importance of these concepts. (Contains 1 figure and 2 tables.)
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A