Shifting Attitudes of Related Service Providers: A Disability Studies & Critical Pedagogy Approach.
Year: 2008
Type: article
Abstract: The authors support role changes for educational practitioners who work with children and youth with disabilities as they make important transitions. Principles from critical pedagogy and disability studies are summarized to provide a new theoretical framework to support role changes. Rather than needs-based services that focus on helping those with disabilities cope with deficits, the authors support an empowering person-centered, strengths-based orientation that allows educational practitioners to perceive the their clients as competent and complex. The authors issue a call to action to encourage more widespread implementation of the principles of critical pedagogy and disability studies within the professional cultures of educational consultants, school psychologists, and agency personnel who work with clients with disabilities. Principles derived from critical pedagogy and disability studies provide the theoretical framework for the proposed shift in roles that change the basis upon which consulting services are provided. Both approaches are student or client centered. In the following section, we provide key information to help readers understand the importance of these concepts. Critical pedagogy defined. First posed by Paolo Freire (1972) as he developed reading
Authors: Ann Nevin, Robin M. Smith, Mary Jane McNeil
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2159195389