Moving beyond the Minimum: Socially Just Pedagogies and Asperger's Syndrome in UK Higher Education

Autor/inn/en	Madriaga, Manuel; Goodley, Dan
Titel	Moving beyond the Minimum: Socially Just Pedagogies and Asperger's Syndrome in UK Higher Education
Quelle	In: International Journal of Inclusive Education, 14 (2010) 2, S.115-131 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Higher Education; Inclusive Schools; Asperger Syndrome; Biographies; Foreign Countries; Longitudinal Studies; Universities; Disabilities; Social Justice; Educational Practices; Critical Theory; Teaching Methods; Student Evaluation; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Inclusive school; Integrative Schule; Asperger-Syndrom; Biography; Biografie; Biographie; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; University; Universität; Handicap; Behinderung; Soziale Gerechtigkeit; Bildungspraxis; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Großbritannien
Abstract	A year-long longitudinal study was conducted to gain insight into the lives of eight students who had a label of Asperger's syndrome during their transitions into higher education in the UK. Reflecting on life history data, the findings suggest that universities might actually be maintaining and (re)producing barriers that perpetuate the exclusion and ghettoisation of disabled people. The analysis goes beyond an acknowledgement of institutional disabling practices to pinpoint the subtle impacts of issues of pedagogy, learning, teaching, and assessment. It is argued, therefore, that inclusive education needs to engage more directly with the specific issues faced by learners with the label of Asperger's syndrome. However, rather than viewing this as an issue of special education for distinctly impaired learners, Asperger's syndrome must be understood with reference to wider questions of how higher educators respond to diversity and difference. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10