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Investigating the practical application of the social relational model of disability: examining early childhood educator's inclusive education

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posted on 29.03.2022, 02:42 by Katie Wright
The discussion over whether or not inclusion works is defunct, with research providing evidence that children directly benefit when strategic aspects of environments and intentional teaching are in place. Inclusive education is a human right, and there is growing promise of inclusive education, as explained in the United Nations Convention on the Rights of Persons with Disabilities (CRPD, 2006). However, barriers to the inclusion of children with disability in educational settings remain. Early childhood educators have a social responsibility to advocate for children’s inclusive education, yet many educators report uncertainty about how to include children with diverse abilities. The purpose of this study was to identify links between the theory of the social relational model of disability, and educational practice. Bronfenbrenner’s ecocultural theory was utilised to identify children within their different contexts. Educators and parents’ perspectives of identifying and challenging barriers to doing, and barriers to being, were investigated within three early childhood centres. Eight educators working in early childhood centres in Sydney completed online educator questionnaires, and thirty parents from these centres completed online parent questionnaires. One interview was conducted with a centre director. This sequential design included quantitative and qualitative investigation. Data analysis allowed for identification of barriers within different aspects of early childhood contexts including communication, environments, resources, and attitudes. Through the findings, links were identified between the theory of the social relational model of disability and educational practice, together with gaps in the educators and parent’s understandings of inclusion in these three centres. Findings from this study have implications for early childhood centre contexts, policy development of inclusive education, and for educator’s inclusive practice.

History

Table of Contents

Chapter One. Introduction -- Chapter Two. Literature review -- Chapter Three. Methodology -- Chapter Four -- Chapter Five. Discussion -- Chapter Six. Conclusion -- Chapter 7. Conclusions -- Reference list -- Appendices.

Notes

Bibliography: pages 73-90 Empirical thesis.

Awarding Institution

Macquarie University

Degree Type

Thesis MRes

Degree

MRes, Macquarie University, Faculty of Human Sciences, Department of Educational Studies

Department, Centre or School

Department of Educational Studies

Year of Award

2017

Principal Supervisor

Kathy Cologon

Additional Supervisor 1

Fay Hadley

Rights

Copyright Katie Wright 2017. Copyright disclaimer: http://mq.edu.au/library/copyright

Language

English

Extent

1 online resource (viii, 135 pages) diagrams, graphs, tables

Former Identifiers

mq:70662 http://hdl.handle.net/1959.14/1266479