Keith Ballard
Biographic Data
| ID | 4010661 |
|---|---|
| NAME | Keith Ballard |
| GIVEN NAMES | Keith |
| FAMILY NAME | Ballard |
| SIGNATURE | BALLARD K |
| AFFILIATIONS | University of Otago |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 3 |
Thinking in another way
Inclusion implies that someone has been excluded and that some are able to prevent others from participation in significant community, economic and political activities. The processes of inclusion and exclusion reflect ideas about how the world is to be seen and understood, about who is to be attended to and who ignored, and about how institutions are to be organised. Change towards more inclusive and socially just arrangements requires serious i…
The analysis of context
Like everybody else? What seven New Zealand adults learned about blindness from the education system
From interviews with seven blind New Zealand adults about their school experiences, this paper discusses how blindness has been constructed by some New Zealand mainstream principals and teachers. The experiences of these participants were not that of inclusion, despite being in 'the mainstream'. The participants described how principals and teachers were both welcoming and unwelcoming. Inclusive principals and teachers were described as friendly,…
Understanding children's development
Researching disability and inclusive education
Drawing on research with parents and teachers, this paper addresses issues of values and metatheory as central to the construction and analysis of inclusive education and disability. People without experience of disability interpreted difference as to be feared and controlled. Experiences of disability and support for inclusion were associated with alternative constructions opposing disabilist policies and practices. It is suggested that methodol…
The least dangerous assumption
Preschool children's perceptions ofaparent and teacher roles
Thinking in another way
Inclusion implies that someone has been excluded and that some are able to prevent others from participation in significant community, economic and political activities. The processes of inclusion and exclusion reflect ideas about how the world is to be seen and understood, about who is to be attended to and who ignored, and about how institutions are to be organised. Change towards more inclusive and socially just arrangements requires serious i…
Researching disability and inclusive education
Drawing on research with parents and teachers, this paper addresses issues of values and metatheory as central to the construction and analysis of inclusive education and disability. People without experience of disability interpreted difference as to be feared and controlled. Experiences of disability and support for inclusion were associated with alternative constructions opposing disabilist policies and practices. It is suggested that methodol…
Like everybody else? What seven New Zealand adults learned about blindness from the education system
From interviews with seven blind New Zealand adults about their school experiences, this paper discusses how blindness has been constructed by some New Zealand mainstream principals and teachers. The experiences of these participants were not that of inclusion, despite being in 'the mainstream'. The participants described how principals and teachers were both welcoming and unwelcoming. Inclusive principals and teachers were described as friendly,…
Preschool children's perceptions ofaparent and teacher roles
The least dangerous assumption
Researching disability and inclusive education
Drawing on research with parents and teachers, this paper addresses issues of values and metatheory as central to the construction and analysis of inclusive education and disability. People without experience of disability interpreted difference as to be feared and controlled. Experiences of disability and support for inclusion were associated with alternative constructions opposing disabilist policies and practices. It is suggested that methodol…
Understanding children's development
Like everybody else? What seven New Zealand adults learned about blindness from the education system
From interviews with seven blind New Zealand adults about their school experiences, this paper discusses how blindness has been constructed by some New Zealand mainstream principals and teachers. The experiences of these participants were not that of inclusion, despite being in 'the mainstream'. The participants described how principals and teachers were both welcoming and unwelcoming. Inclusive principals and teachers were described as friendly,…
The analysis of context
Thinking in another way
Inclusion implies that someone has been excluded and that some are able to prevent others from participation in significant community, economic and political activities. The processes of inclusion and exclusion reflect ideas about how the world is to be seen and understood, about who is to be attended to and who ignored, and about how institutions are to be organised. Change towards more inclusive and socially just arrangements requires serious i…
Psychology (4 works) · Political science (3 works) · Children's Rights and Participation (2 works) · Disability Rights and Representation (2 works) · Education Discipline and Inequality (2 works) · Epistemology (2 works) · Inclusion (mineral (2 works) · Pedagogy (2 works) · Politics (2 works) · Social Psychology (2 works)