Kathleen Mortier
Biographic Data
| ID | 6589858 |
|---|---|
| NAME | Kathleen Mortier |
| GIVEN NAMES | Kathleen |
| FAMILY NAME | Mortier |
| SIGNATURE | MORTIER K |
| AFFILIATIONS | San Francisco State University |
| ORCID | 0000-0002-6306-316X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
The Latino Community is Not Accustomed to Arguing for the Rights of Their Children”
With a rapidly increasing number of Latinx students in a special education system that requires parent advocacy, it is imperative to study the perspectives Latinx families have on how to improve family-school partnerships. In this research, semi-structured interviews with 10 Latinx mothers who have children with disabilities led to insights about stressors and barriers, how families can be empowered, and how trusting partnerships can be facilitat…
Communities of Practice
Inclusion of students with severe intellectual disabilities in general education classrooms remains a major challenge in education systems around the world. This is despite the manifest value of inclusion: it is consistent with today's hybrid, diverse knowledge societies, there are direct benefits for all students involved, and inclusion is a human right, which means that a status quo in which students are segregated for most of the school day ne…
I want support, not comments’
Even though supports are a major part of the daily lives of children with special educational needs who participate in general education schools, little attention has been paid to how children experience supports. Six children and their peers who were interviewed appreciated supports because they remove restrictions in activities due to the impairment. However, their experiences also show how these positive supports can have negative psycho‐emoti…
Supports for children with disabilities in regular education classrooms
This paper presents the experiences and interpretations of children, parents, teachers and support persons concerning the implementation of supports in regular school environments in Flanders, Belgium. The data were gathered through observations, interviews and focus group meetings. Those multiple perspectives provide insights into the complexity of implementing supports in a regular education context. The conclusions offer some possibilities for…
I want support, not comments’
Even though supports are a major part of the daily lives of children with special educational needs who participate in general education schools, little attention has been paid to how children experience supports. Six children and their peers who were interviewed appreciated supports because they remove restrictions in activities due to the impairment. However, their experiences also show how these positive supports can have negative psycho‐emoti…
Communities of Practice
Inclusion of students with severe intellectual disabilities in general education classrooms remains a major challenge in education systems around the world. This is despite the manifest value of inclusion: it is consistent with today's hybrid, diverse knowledge societies, there are direct benefits for all students involved, and inclusion is a human right, which means that a status quo in which students are segregated for most of the school day ne…
Supports for children with disabilities in regular education classrooms
This paper presents the experiences and interpretations of children, parents, teachers and support persons concerning the implementation of supports in regular school environments in Flanders, Belgium. The data were gathered through observations, interviews and focus group meetings. Those multiple perspectives provide insights into the complexity of implementing supports in a regular education context. The conclusions offer some possibilities for…
The Latino Community is Not Accustomed to Arguing for the Rights of Their Children”
With a rapidly increasing number of Latinx students in a special education system that requires parent advocacy, it is imperative to study the perspectives Latinx families have on how to improve family-school partnerships. In this research, semi-structured interviews with 10 Latinx mothers who have children with disabilities led to insights about stressors and barriers, how families can be empowered, and how trusting partnerships can be facilitat…
Supports for children with disabilities in regular education classrooms
This paper presents the experiences and interpretations of children, parents, teachers and support persons concerning the implementation of supports in regular school environments in Flanders, Belgium. The data were gathered through observations, interviews and focus group meetings. Those multiple perspectives provide insights into the complexity of implementing supports in a regular education context. The conclusions offer some possibilities for…
I want support, not comments’
Even though supports are a major part of the daily lives of children with special educational needs who participate in general education schools, little attention has been paid to how children experience supports. Six children and their peers who were interviewed appreciated supports because they remove restrictions in activities due to the impairment. However, their experiences also show how these positive supports can have negative psycho‐emoti…
Communities of Practice
Inclusion of students with severe intellectual disabilities in general education classrooms remains a major challenge in education systems around the world. This is despite the manifest value of inclusion: it is consistent with today's hybrid, diverse knowledge societies, there are direct benefits for all students involved, and inclusion is a human right, which means that a status quo in which students are segregated for most of the school day ne…
The Latino Community is Not Accustomed to Arguing for the Rights of Their Children”
With a rapidly increasing number of Latinx students in a special education system that requires parent advocacy, it is imperative to study the perspectives Latinx families have on how to improve family-school partnerships. In this research, semi-structured interviews with 10 Latinx mothers who have children with disabilities led to insights about stressors and barriers, how families can be empowered, and how trusting partnerships can be facilitat…
Family and Disability Support Research (4 works) · Pedagogy (4 works) · Psychology (4 works) · Special education (4 works) · Collaborative Teaching and Inclusion (3 works) · Disability Education and Employment (3 works) · Inclusion (mineral (3 works) · Social Psychology (3 works) · Social Psychology (3 works) · Sociology (3 works)