Universität Wien

190075 SE M6.1 Pädagogik bei kultureller Verschiedenheit und sozialer Benachteiligung (2021S)

A critical Look at Disability and Inclusion from an International Perspective

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Prüfungsimmanente Lehrveranstaltung
DIGITAL

An/Abmeldung

Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").

Details

max. 25 Teilnehmer*innen
Sprache: Deutsch, Englisch

Lehrende

Termine (iCal) - nächster Termin ist mit N markiert

Das Seminar findet online statt.

Mittwoch 03.03. 16:45 - 20:00 Digital
Mittwoch 17.03. 16:45 - 20:00 Digital
Mittwoch 14.04. 16:45 - 20:00 Digital
Mittwoch 28.04. 16:45 - 20:00 Digital
Mittwoch 12.05. 16:45 - 20:00 Digital
Mittwoch 26.05. 16:45 - 20:00 Digital
Mittwoch 09.06. 16:45 - 20:00 Digital
Mittwoch 23.06. 16:45 - 20:00 Digital

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

This course is planned to discuss the topics such as disability, disability models, theories of special education and inclusion from both a national and a global perspective. The challenges, efforts, barriers, and facilitators to the life of people with disabilities and the education of them will be tackled by focusing on a variety of perspectives from different parts of the world. Students will be in touch with international literature, national and international policy documents on the topic. At the end of the course, students are expected to develop an understanding of being disabled, marginalization, and inclusion. The topics of the seminar can be specified and altered according to the interests of the students as discussed in the first session.

Art der Leistungskontrolle und erlaubte Hilfsmittel

Students are expected to work in pairs or groups for some specific tasks and also they have to perform individually.
Activities: Classroom interaction is very asked in this course. Students will be expected to finish some tasks within the given time during the course as well.
Reflections: Students are supposed to write reflections on the assigned texts or videos
Presentations and Leading Classroom Discussion
Term Paper: Students can choose between seminar paper or any other equivalent task at the end of the semester based on their needs and interests

Mindestanforderungen und Beurteilungsmaßstab

Regular attendance and active participation are important to achieve in this course.
Students are expected to perform in written and oral form.
Attending the first and last session is mandatory.

Prüfungsstoff

Reflections
Term Paper
Presentation
English language is required to follow this course

Literatur

Students will be provided with a variety of literature and possible texts to read. They have the freedom to choose the topic that interests them the most. The reading pack will be provided by the instructor and uploaded on Moodle platform.
The literature for this course will include academic articles, policy documents, videos, newspaper articles, and blogs as well as international conventions and recommendations.

Armstrong, D., Armstrong, A.C., & Spandagou, I. (2011). Inclusion: by choice or by chance? International Journal of Inclusive Education, 15(1), 29-39. DOI: 10.1080/13603116.2010.496192
Braunsteiner, M., & Mariano-Lapidus, S. A. (2014). Perspective of Inclusion: Challenges for the Future. Global Education Review, 1(1), 32-43.
Brydges, C., & Mkandawire, P. (2018). Perceptions and experiences of inclusive education among parents of children with disabilities in Lagos, Nigeria. International Journal of Inclusive Education, DOI: 10.1080/13603116.2018.1480669
Buckingham, J. (2011). Writing histories of disability in India: strategies of inclusion. Disability & Society, 26(4), 419-431. DOI: 10.1080/09687599.2011.567792
Kalyanpur, M. (2014) Distortions and Dichotomies in Inclusive Education for Children with Disabilities in Cambodia in the Context of Globalisation and International Development, International Journal of Disability, Development and Education, 61(1), 80-94. DOI: 10.1080/1034912X.2014.878546
Luciak, M. & Biewer, G. (2011). Equity and inclusive education in Austria. In A.J. Artiles, E.B. Kozleski & F.R. Waitoller (Eds.) Inclusive Education. Examining equity on five continents (pp. 17-44).
Cambridge: Harvard Education Press.
Pearce, E. (2015). ‘Ask us what we need’: Operationalizing Guidance on Disability Inclusion in Refugee and Displaced Persons Programs. Disability and the Global South, 2(1), 460-478.
Rohwerder, B. (2018). Disability Stigma in Developing Countries. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies.
Szeto, E., Cheng, A. & Sin. K. (2018). Still not inclusive? A critical analysis of changing the SENCO policy in a Chinese school community, International Journal of Inclusive Education, DOI: 10.1080/13603116.2018.1492642
Vorapanya, S. & Dunlap, D. (2014). Inclusive education in Thailand: practices and challenges, International Journal of Inclusive Education, 18(10), 1014-1028, DOI:10.1080/13603116.2012.693400

Zuordnung im Vorlesungsverzeichnis

M6.1

Letzte Änderung: Fr 12.05.2023 00:18