The curious gap in the experiences of children with exceptionalities in two mainstream primary schools in postcolonial Guyana
Datos Bibliográficos
| ID | 12578392 |
|---|---|
| Autores | Lidon Lashley (0000-0002-4304-4498, University of Guyana Early Childhood Centre of Excellence (UG-ECCE), University of Guyana, Georgetown, Guyana, autor de correspondencia) |
| Año | 2023 |
| Volumen | 29 |
| Número | 6 |
| Páginas | 935-957 |
| Fecha de publicación | 2023-08-28 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | International Journal of Inclusive Education (JOURNAL) |
| Identificadores de la revista | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2023.2248119 |
| OpenAlex | W4386253006 |
| Idioma | EN |
| Referencias citadas | 48 |
This paper is an outcome from the investigation into the learning and socialising experiences and opportunities of children with Special Education Needs and/or Disabilities (SEND) in the two mainstream primary schools in Guyana. This study was conducted using an ethnographic approach over two semesters in 2018 employing participant observation and unstructured interviews. The data gathered were analysed using situational analysis as posited by Clarke (2005. Situational Analysis: Grounded Theory After the Postmodern Turn. Thousand Oaks, CA: Sage Publications). It revealed that children with exceptionalities also find the two mainstream schools challenging while dealing with marginalisation, discrimination and stay in your lane directives differently than their peers who were perceived as unteachable and unwanted in mainstream schools. The data reveals the innovativeness and resilience of the children with exceptionalities as they navigate the barriers they face in the two mainstream schools. Finally, I reveal through the data the power interplay among the individual children with exceptionalities, children without SEND and their mainstream teachers.KEYWORDS: Exceptionalitiesoutstanding/gifted and talented childrenmarginalisationdiscriminationdepersonalisationinclusion Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsLidon LashleyDr. Lidon Lashley has been working in the field of teaching and teacher education for the past 20 years. He is a Senior Lecturer, Department of Foundation and Education Management and an immediate past Assistant Dean in the Faculty of Education and Humanities. Dr. Lidon Lashley is currently the Director of the University of Guyana's Early Childhood Centre of Excellence (UG-ECCE)
Ethnography · Excellence · Mainstream · Mainstreaming · Participant observation · Pedagogy · Political science · Situational ethics · Social science · Sociology · Special education · Children's Rights and Participation · Disability Rights and Representation · Family and Disability Support Research · Psychology · Social Psychology
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| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |