S A Thompson
Biographic Data
| ID | 6689064 |
|---|---|
| NAME | S A Thompson |
| GIVEN NAMES | S A |
| FAMILY NAME | Thompson |
| SIGNATURE | THOMPSON S A |
| AFFILIATIONS | University of Regina |
| ORCID | 0000-0003-2343-6993 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 2 |
We are inclusive. We are a team. Let's just do it’: Commitment, collective efficacy, and agency in four inclusive schools
Implementation of inclusive education for children with disabilities continues to vary across and within Canadian provinces and territories leading us to question why some schools move forward while others maintain traditional segregated approaches. Drawing from Appreciative Inquiry methodology, this study used semi-structured interviews to gather and document successful practices within four inclusive elementary schools within a Canadian provinc…
Inclusive education policy: What the leadership of Canadian teacher associations has to say about it
In inclusive education research, rarely are teacher associations a topic of investigation despite their critical role in its implementation and efficacy. A study was conducted as part of the Canadian Disability Policy Alliance using a learning collaborative methodology that explored the extent to which Canadian provincial/territorial teacher association leadership personnel were aware of inclusive education legislation and policy. Using a semi-st…
A queer circle of friends, indeed! The school social as intervention or as movement
The purpose of this paper to present two approaches intended to support the social lives of those typically on the borders of school life. Circles of friends (CoFs) was designed to assist students labelled with disabilities, while Gay-straight alliances (GSAs) addresses needs of supporting students who identify as lesbian, gay, bisexual, transgender, two-spirited (gay/lesbian/bisexual First Nations people), queer and/or those questioning their se…
Thrice disabling disability: Enabling inclusive, socially just teacher education
The goal of this inquiry was to create a social justice-oriented inclusive and enabling pedagogy by situating traditional individualised views of disability alongside three alternative understandings: a disability studies in education perspective, a First Nations view of disability and one based upon the autism pride/autism-as-culture movement. Using both these conventional and somewhat unconventional views of disability, a self-reflective case s…
Subversive political praxis: Supporting choice, power and control for people with learning difficulties
This paper is drawn from research conducted with gay and bisexual men with learning difficulties, a project that included participants' various struggles to self-identify within these alternative sexualities. Significant parts of this identity work were mitigated by participation in what is referred to here as ‘politically radical support groups’. Three facilitators of these groups, professionals in the areas of sex education, were interviewed an…
Families in an Urban Mold
Parents and Children in the Inner City
Part 1: Data 1. The problem defined 2. The families and the environment 3. The control groups and the random sample 4. The boys at school 5. The Play-groups 6. Delinquency Part 2: Conversations With Parents 7. Shared experience and the socialization of children 8. The world of the child 9. Achievement, self-reliance and responsibility 10. Tolerance and discipline Part 3: Interpretaion 11. Child-centredness 12. The poverty syndrome and child devel…
We are inclusive. We are a team. Let's just do it’: Commitment, collective efficacy, and agency in four inclusive schools
Implementation of inclusive education for children with disabilities continues to vary across and within Canadian provinces and territories leading us to question why some schools move forward while others maintain traditional segregated approaches. Drawing from Appreciative Inquiry methodology, this study used semi-structured interviews to gather and document successful practices within four inclusive elementary schools within a Canadian provinc…
Subversive political praxis: Supporting choice, power and control for people with learning difficulties
This paper is drawn from research conducted with gay and bisexual men with learning difficulties, a project that included participants' various struggles to self-identify within these alternative sexualities. Significant parts of this identity work were mitigated by participation in what is referred to here as ‘politically radical support groups’. Three facilitators of these groups, professionals in the areas of sex education, were interviewed an…
Inclusive education policy: What the leadership of Canadian teacher associations has to say about it
In inclusive education research, rarely are teacher associations a topic of investigation despite their critical role in its implementation and efficacy. A study was conducted as part of the Canadian Disability Policy Alliance using a learning collaborative methodology that explored the extent to which Canadian provincial/territorial teacher association leadership personnel were aware of inclusive education legislation and policy. Using a semi-st…
Thrice disabling disability: Enabling inclusive, socially just teacher education
The goal of this inquiry was to create a social justice-oriented inclusive and enabling pedagogy by situating traditional individualised views of disability alongside three alternative understandings: a disability studies in education perspective, a First Nations view of disability and one based upon the autism pride/autism-as-culture movement. Using both these conventional and somewhat unconventional views of disability, a self-reflective case s…
Parents and Children in the Inner City
Part 1: Data 1. The problem defined 2. The families and the environment 3. The control groups and the random sample 4. The boys at school 5. The Play-groups 6. Delinquency Part 2: Conversations With Parents 7. Shared experience and the socialization of children 8. The world of the child 9. Achievement, self-reliance and responsibility 10. Tolerance and discipline Part 3: Interpretaion 11. Child-centredness 12. The poverty syndrome and child devel…
Families in an Urban Mold
Subversive political praxis: Supporting choice, power and control for people with learning difficulties
This paper is drawn from research conducted with gay and bisexual men with learning difficulties, a project that included participants' various struggles to self-identify within these alternative sexualities. Significant parts of this identity work were mitigated by participation in what is referred to here as ‘politically radical support groups’. Three facilitators of these groups, professionals in the areas of sex education, were interviewed an…
A queer circle of friends, indeed! The school social as intervention or as movement
The purpose of this paper to present two approaches intended to support the social lives of those typically on the borders of school life. Circles of friends (CoFs) was designed to assist students labelled with disabilities, while Gay-straight alliances (GSAs) addresses needs of supporting students who identify as lesbian, gay, bisexual, transgender, two-spirited (gay/lesbian/bisexual First Nations people), queer and/or those questioning their se…
Thrice disabling disability: Enabling inclusive, socially just teacher education
The goal of this inquiry was to create a social justice-oriented inclusive and enabling pedagogy by situating traditional individualised views of disability alongside three alternative understandings: a disability studies in education perspective, a First Nations view of disability and one based upon the autism pride/autism-as-culture movement. Using both these conventional and somewhat unconventional views of disability, a self-reflective case s…
Inclusive education policy: What the leadership of Canadian teacher associations has to say about it
In inclusive education research, rarely are teacher associations a topic of investigation despite their critical role in its implementation and efficacy. A study was conducted as part of the Canadian Disability Policy Alliance using a learning collaborative methodology that explored the extent to which Canadian provincial/territorial teacher association leadership personnel were aware of inclusive education legislation and policy. Using a semi-st…
We are inclusive. We are a team. Let's just do it’: Commitment, collective efficacy, and agency in four inclusive schools
Implementation of inclusive education for children with disabilities continues to vary across and within Canadian provinces and territories leading us to question why some schools move forward while others maintain traditional segregated approaches. Drawing from Appreciative Inquiry methodology, this study used semi-structured interviews to gather and document successful practices within four inclusive elementary schools within a Canadian provinc…
Psychology (7 works) · Sociology (7 works) · Pedagogy (5 works) · Political science (5 works) · Collaborative Teaching and Inclusion (4 works) · Inclusion (mineral (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Disability Rights and Representation (3 works) · Gender Studies (3 works)