Dialectic Special Pedagogy Supporting the Transitions of People with Disabilities and Atypical Development
Produktdetaljer
Biographical note
Louise Bøttcher is Associate Professor of Neuropsychology at Aarhus University, Denmark.
Charlotte Mathiassen is Associate Professor and Head of Department of Educational Psychology at Aarhus University, Denmark.
As someone who has spent many years researching young children’s transitions, this book brings something new in terms of considering children who have additional needs. Transitions for all children need to be approached with care, as each child’s transition is unique to their own specific circumstances, this book opens up opportunities to view children through a wider lens.
- Lynn. J. McNair, University of Edinburgh, UK,
I would recommend this book to anyone working with disability, but also, any teacher who works in even neurotypical spaces. The pedagogy outlined here is not solely applicable to those with developmental delays or disabilities but is also a practical pedagogy for teaching in general.
- Joanne Hardman, University of Cape Town, South Africa,
Introduction: Dialectic Special Pedagogy, Louise Bøttcher and Charlotte Mathiassen (Aarhus University, Denmark)
Part I: Fundamental Issues in Dialectic Special Pedagogy
1. Deaf Education Controversies: A History of Special Education, Jesper Dammeyer (University of Copenhagen, Denmark) and Madeleine Chapman (University of Westminster, UK)
2. Mediation, Remediation and Prolepsis in Dialectical Special Pedagogy, Louise Bøttcher (Aarhus University, Denmark)
3. Addressing Secondary Disability: Special Pedagogy for Children with Disabilities and their Inclusion in Mainstream Settings, Fatema Taj Johora, Marilyn Fleer and Marie Hammer (Monash University, Australia)
Part II: Special Pedagogy in Schools
4. How the Ideology, Organization and Layout of the School Create Different Opportunities for Special Pedagogy with Children and Young People, Harry Daniels (Oxford University, UK)
5, Transitions Through and From Alternative Programs: Expanding Chronotopes as Frames for Social Futures, Jennifer A. Vadeboncoeur and Natalia Panina-Beard (University of British Columbia, Canada) and Kristiina Kumpulainen (Simon Fraser University, Canada)
6. A Play-Based Curriculum for Emancipation and Cultural Competence, Bert van Oers (VU University Amsterdam, the Netherlands)
Part III: Special Pedagogy in Relation to Particular Groups
7. Special Pedagogy in Relation to Incarcerated Youth and Adults Having Committed Criminal Acts, Charlotte Mathiassen (Aarhus University, Denmark)
8. Pedagogies of Agency in Families of Young Children Affected by Adversity, Nick Hopwood (University of Technology Sydney, Australia)
9. The Necessity of Community in Mental Illness Recovery, Sofie Pedersen, (Roskilde University, Denmark)
10. Special Pedagogy with Vulnerable Youth, Kirsten Elisa Petersen (Aarhus University, Denmark)
Conclusion, Louise Bøttcher and Charlotte Mathiassen (Aarhus University, Denmark)
References
Index
The Bloomsbury Transitions in Childhood and Youth series brings together books that present and explore empirical research and theoretical discussion on the themes of childhood and youth transitions. Special attention is directed to conceptualizing transitions holistically so that societal, institutional and personal perspectives are featured within and across books. Key to the series is presenting the processes of transitions between practices or activities and their relationship to the person, in contexts such as, intergenerational family practices, the processes of care, a person’s development, the learning of individuals, groups and systems, personal health, labour and birthing and aging. All books take a broad cultural-historical approach of transitions across a range of contexts and countries and when brought together in one place make an important contribution to better understanding transitions globally. Books in the Transitions in Childhood and Youth series offer an excellent resource for postgraduate students, researchers, policy writers and academics.
Advisory Board:
Anne Edwards (University of Oxford, UK)
Fernando Gonzalez-Rey (University Center of Brasília, Brazil)
Jennifer Vadeboncoeur (University of British Columbia, Canada)
Anna Stetsenko (City University of New York, USA)
Produktdetaljer
Biographical note
Louise Bøttcher is Associate Professor of Neuropsychology at Aarhus University, Denmark.
Charlotte Mathiassen is Associate Professor and Head of Department of Educational Psychology at Aarhus University, Denmark.