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unit 8 - Coggle Diagram

- - - - strengthend perspective that society must change
      - facillitated global movement to remove barriers in society. this view seen in UNCPRD(2007)
- - - - disability seen as punishment from god for a moral trangression by themselves or parent(Gammeltoft,2009) or ansestors (Budiyanto et al., 2020)
      - or test of faith
      - pryaer seen as appropriate way ti help or support
- - - - agreement that children were to 'recieve the support required, within the general education system, to facilitate their effective behaviour' (Article 24.)
  - - - systematic review, 25 countries.
        
        'confer substantial short and long term benefits for students with and without disabilities' (Hehir et al., 2016, p. 2)
      - teaching children 'seperatly' in special skills leads to better spocial academic and social out comes (Banks and Shevlin, 2021)
      - also vital factor is the quality of teaching more important then the setting (Cooper, Montgomery and Sheehy,2018)
      - probelm with international agreement to strive for inclusive education. no 'offical' defintion (Mizunoya, Mitra and Yamasaki,2018)
        
        terms 'intergration', 'special education' and 'inclusion' used interchangebly
        
        reason that 'inclusive is being used due to implementation of inclusive schooling being influenced by 'historical, cultural, social and finacial reasons' (Mitchell, 2015, p. 121)
        
        policy language may change to 'inclusive' but the provision may not chnage
        
        implementation may also be affected by how we think of disability ( Wardhani, Fauzi and Andika, 2021)
        
        contributing to the exlusion from education. remains international issue( UNICEF, 2019)
        
        and why education of diabled and non diabled children is controversial isse and varies with implementation between and within nations (Qu, 2002)
- - - - inslive education reflects euro american ways of thinking
        
        inclusive education seen imcpomatible in non western countries
  - - - located disability within a framework in which everyone is equal and interdependent(Berghs,2017)
        
        not yet clear whether might be able to inform a model of disabilty yet
- - - - including those previously excluded
        
        previously 75% disable and learning needs children no access to schooling(Faragher et ., 2021)
      - due to international movement. with view that all children have right to same education
- - - - teachers seeeing abilities as 'foxed' took less responsibility and saw as responsibility of others
      - produce better outcome for the class (Jordan,Glenn and McChie-Richmond, 2010)
- - - - 3 factors influencimg this situation
        
        stigmistation
        
        linked to soial belifes reflecting models and religion(priyanti, 2018)(
        
        exacterbated by belief that 'hinder development of other "noraml" children' (Anggia and Harum, 2019, p 181)
        
        lac of pratical, reseracj amd inclusive educational approaches for teachers to use (Kristiana and Hendriani,2018)
        
        lacked the training and resources to teach inclusively (Diana et al., 2020)
    - - using everyday activity of stroy telling. Sign supported Big books
        
        the findings of using these books(Rofiah et al., (2021)
        
        enjoyed using books and signs, fun to use
        
        compared to children who read without signs children using sign significant improvement in story comprehension and engagement
        
        keen to use signalong to support other books and activities