東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Voices and visions from ethnocultura...

Ajodhia-Andrews, Amanda.

FindBook

Google Book

Amazon

博客來

Voices and visions from ethnoculturally diverse young people with disabilities

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Voices and visions from ethnoculturally diverse young people with disabilities/ by Amanda Ajodhia-Andrews.
作者:	Ajodhia-Andrews, Amanda.
出版者:	Rotterdam :SensePublishers : : 2016.,
面頁冊數:	xiii, 288 p. :ill., digital ;24 cm.
內容註:	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.
Contained By:	Springer eBooks
標題:	Youth with disabilities - Education. -
電子資源:	http://dx.doi.org/10.1007/978-94-6300-235-6
ISBN:	9789463002356$q(electronic bk.)

Voices and visions from ethnoculturally diverse young people with disabilities
Ajodhia-Andrews, Amanda.

Voices and visions from ethnoculturally diverse young people with disabilities[electronic resource] /by Amanda Ajodhia-Andrews. - Rotterdam :SensePublishers :2016. - xiii, 288 p. :ill., digital ;24 cm.

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.

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.

ISBN: 9789463002356$q(electronic bk.)

Standard No.: 10.1007/978-94-6300-235-6doiSubjects--Topical Terms:

2181282
Youth with disabilities
--Education.

LC Class. No.: LC4812

Dewey Class. No.: 371.9

Voices and visions from ethnoculturally diverse young people with disabilities
LDR:03961nmm a2200325 a 4500 001 2029961
003 DE-He213
005 20160812141836.0
006 m d
007 cr nn 008maaau
008 160908s2016 ne s 0 eng d
020 $a 9789463002356$q(electronic bk.)
020 $a 9789463002332$q(pbk.)
020 $a 9789463002349$q(hbk.)
024 7 $a 10.1007/978-94-6300-235-6 $2 doi
035 $a 978-94-6300-235-6
040 $a GP $c GP
041 0 $a eng
050 4 $a LC4812
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
082 0 4 $a 371.9 $2 23
090 $a LC4812 $b .A312 2016
100 1 $a Ajodhia-Andrews, Amanda. $3 2181281
245 1 0 $a Voices and visions from ethnoculturally diverse young people with disabilities $h [electronic resource] / $c by Amanda Ajodhia-Andrews.
260 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2016.
300 $a xiii, 288 p. : $b ill., digital ; $c 24 cm.
505 0 $a 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.
520 $a 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.
650 0 $a Youth with disabilities $x Education. $3 2181282
650 0 $a Inclusive education. $3 534659
650 1 4 $a Education. $3 516579
650 2 4 $a Education, general. $3 2162157
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1007/978-94-6300-235-6
950 $a Humanities, Social Sciences and Law (Springer-11648)