Using Literature as a Strategy to Promote Inclusivity in High School Classrooms

Autor/in	Walton, Elizabeth
Titel	Using Literature as a Strategy to Promote Inclusivity in High School Classrooms
Quelle	In: Intervention in School and Clinic, 47 (2012) 4, S.224-233 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451211424604
Schlagwörter	Bullying; Disabilities; High School Students; Change Strategies; Educational Strategies; Learning Strategies; Inclusion; Classroom Techniques; Literature; Literature Appreciation; Didacticism; Controversial Issues (Course Content); Critical Literacy; Empathy; Imagination; Reading Material Selection; Teaching Methods; Academic Accommodations (Disabilities); Attitudes toward Disabilities + Suchen Sie Ihr Suchwort? Mobbing; Handicap; Behinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lösungsstrategie; Lehrstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Inklusion; Klassenführung; Literatur; Literarische Wertung; Didaktisierung; Controversial issues; Kontroverse; Kritisches Lesen; Empathie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Reports on school bullying of students who are different suggest that teachers need to be intentional about implementing strategies that promote inclusive attitudes and behaviors in diverse classrooms. Literature offers much to education in general, and it provides the pedagogic space to address issues of inclusion and exclusion, particularly of people with disabilities. Selecting literary texts that feature people with disabilities for high school students can be challenging, but once chosen, such texts can be used to promote inclusivity by developing sympathetic understanding, by addressing sensitive issues using the characters and context of the text, and by engaging in critical literacy that exposes power and positioning in texts. These strategies can be applied in classrooms through various written and verbal activities and can be used with a range of texts. One such text, "The Curious Incident of the Dog in the Night-Time," illustrates how the strategies can be implemented. (Contains 3 tables and 3 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10