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Concepts of learning and teaching - Coggle Diagram

- - - - These ideas are found in historical and contemporary
        
        practices of custodialism whereby people with disabilities are
        
        kept under control and surveillance.
        
        These ideas are found in historical and contemporary
        
        practices of custodialism whereby people with disabilities are
        
        kept under control and surveillance.
        
        Think of Tokanui hospital (among many others) that hid away the disabled as they were the 'others'
  - - - Medical model and social model being 'two sides of the same coin' - you cannot have one withou the other
        Talks about who has the cognitive authority within a discourse
        
        Suggesting another model - Embodiment, where the body/psyche/culture/socia/gender/race are considered alongside the Individual. In Gabriella's case that might include having her present at planning stages, to capture her voice, needs, wants and continue this dialogue on an ongoing basis
    - - The literal and symbolic opposite of abled-disabled-is enshrined in our consciousness and precedes and shapes the initial meaning we make about a body. The very act of assigning the label or identity of disability to someone is an act of power (Baglieri & Shapiro, 2012).
        
        Educators such as Baglieri et al. (2011), Slee (2001, 2004), Broderick and Gustafson (2008), and Linton (1998, 2008) argue that the narrowing of the conceptualization of inclusion prohibits cultural transformation within the system of public education. They re-conceptualize the term within an international discourse of critical disability studies in which policy operates in the hidden form of a white ideology of institutionalized racism and ableism. Traditionally, schools are meant to maintain and reflect the dominant group, and therefore they are inherently political
        
        Reconceptualizing inclusive education would therefore mean the confrontation of a teacher's own dysconsciousness, which would not only include ableism, but also "racism, classism, heterosexism, and other discriminatory ideological systems that deeply inform our culture and therefore our schooling practices" (Lavlani & Broderick, 2015, p. 171).
        
        School is the gateway to the future inclusion or exclusion of people based on disability, race, poverty and gender, and therefore not an end in itself, but a means to an inclusive and humanistic society4 (Baglieri and Shapiro, 2012)
        
        The pithy slogan of "Career and College Readiness" is especially ironic given the loss of status, diminished power, and cultural capital that come with the more severe special education labels. Rather than the solution to the problem, the self-contained special education classroom, if not the problem itself, is nevertheless one of the barriers for the future integration of children with disabilities into society (Linton, 2010). At these early and critical stages of life, the social future of disabled children has been compromised, not by well-intentioned teachers,6 but by the system of special education, unexamined communication, and the social and built environments.
        
        This project included many modalities that might capture the personal interests of students with labels. Although these interventions were not overtly political acts of activist art, they were an intentional disruption of predictable campus life-to break down unspoken barriers based on a "collective desire to make something new" (Thompson, 2015, p. 45). Nato Thompson (2015) calls this ambiguous use of space a radical break from coercive and totalizing structures that not only allowed "each member to produce cultural forms-they also allowed them to participate in the production of themselves" (pp. 45-46). Additionally, the opportunity to lead, to plan, perform in groups, and move through spaces both inside and outside the classroom, are important aspects of art education
        
        1 more item...
    - - One sentence
        
        Disabled people themselves, their
        
        families and advocates, have had to fight, and continue to fight, for their
        
        human rights.
      - one sentence
        
        1
        
        Less than 20 years ago
        
        New Zealand children in Deaf schools were punished for using their
        
        indigenous language, New Zealand Sign Language (NZSL), a language with
        
        its own grammar and syntax, much as for many decades Maori children were
        
        punished for speaking te reo.
      - the NZSL became the medium of instruction for Deaf children in
        1993.
      - one paragraph
        
        The School for the
        
        Deaf was opened in Sumner, near Christchurch, in 1880. In 1901 the School
        
        Attendance Act was passed to ensure parents sent their Deaf and blind
        
        1 The capital letter D is used by Deaf people as a proper noun for their culture.
        
        2 Human Rights Research
        
        children to school, which in effect meant sending them away to residential
        
        schools. Children were only allowed home once a year – at Christmas – until
        
        1938 when, after pressure from parents, Minister of Education Peter Fraser
        
        legislated to let them go home in July as well
      - Eugenics influenced academics thought that
        
        If a Deaf culture emerged from
        
        signing then Deaf people would socialise together, marry and continue
        
        producing more such 'afflicted' people
      - The typical nineteenth century immigrant came from the United Kingdom or
        
        Europe seeking a better life, and the settlers soon took on the rubric of New
        
        Zealand as the 'ideal society'. People unfortunate enough to be disabled were
        
        usually just another sector of the poor, dependent on family or limited
        
        charitable aid. The high rates of accident and infectious diseases such as
        
        tuberculosis meant the potential for disability was high but long-term survival
        
        limited. In general, disabled people were not welcome here and various
        
        Immigration Acts were passed to keep them and other 'undesirables' (such as
        
        Chinese) out.6
        
        Discrimination against disabled immigrants still exists in law
      - The 1911 Mental Defectives Act classified groups of 'other' into idiots,
        
        imbeciles and feeble-minded. A year later the School Medical Service was
        
        founded to identify such children so they could be sent to the appropriate
        
        institutions and the 1914 Education Act made it obligatory for parents,
        
        teachers and police to report mentally defective children to the Department of
        
        Education.
      - the government's 1953 Aitken Report on provisions for
        
        care for people with intellectual impairments which recommended large
        
        residential institutions of 400–500 people to which parents would be
        
        encouraged to send their disabled children from five years old.11 The last
        
        such institution, Kimberley at Levin, only closed finally in 2006
      - ACC a world leader. Introduced by national gov. in 1972 followed in 1975 by the Disabled persons community welfare Act which offered some of the benefits for those disabled but not covered by ACC (accident) - this also included a building code 4121 that was the first step in society changing to suit those marginalised.
        In 1992 Jenny Shipley introduced changes to ACC that stopped lump sum payments. Disability support services funding became capped and ring fenced.
        Calls for Disability to be taken out of the health minstry as of 2007 - yet to happen.
        Ableism - a problem
      - Section 8 of the 1989
        
        Education Act ensured every child's right to education at their local school
        
        from 5–19 years. But the self-governing schools model, known as
        
        Tomorrow's Schools, set up by the Act saw many schools avoid and in 2008
        
        continue to avoid their responsibilities under this section.
- - - - OECD statement on inclusion (includes mention of economic outcomes, due to neo-liberal influence): Reducing school failure pays off for both society and individuals. It can also contribute to economic growth and social development. Indeed the highest performing education systems across OECD countries are those that combine quality with equity. Equity in education means that personal or social circumstances such as gender, ethnic origin or family background, are not obstacles to achieving educational potential (fairness) and that that all individuals reach at least a basic minimum level of skills (inclusion). In these education systems, the vast majority of students have the opportunity to attain high level skills, regardless of their own personal and socio-economic circumstances. (OECD 2012a, 9)
        
        UNESCO. (less neoliberal in thought)
        
        We [UNESCO] believe and proclaim that:
        
        • every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning. (UNESCO 1994, viii)
        
        Furthermore, identifying students’ individual needs and abilities, advocating child-centred pedagogies and encouraging ‘regular’ schools as inclusive environments are pivotal:
        
        • every child has unique characteristics, interests, abilities and learning needs;
        
        • education systems should be designed and educational programmes implemented to take into account the wide diversity of these characteristics and needs;
        
        • those with special educational needs must have access to regular schools which should accommodate them within a child-centred pedagogy capable of meeting these needs;
        
        • regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system. (UNESCO 1994, viii–ix)