Limited representation of individuals with disabilities in early childhood classes
Alarming or status quo
Bibliographic Data
| ID | 12579676 |
|---|---|
| Authors | Paddy C Favazza (Institute for Community Inclusion, corresponding author), Michaelene M Ostrosky (0000-0003-2614-0717, University of Illinois Urbana-Champaign), Lori E Meyer (0000-0002-2892-7401, University of Vermont), SeonYeong Yu (0000-0003-4805-2363, University of Massachusetts Amherst), Chryso Mouzourou (The Ohio State University) |
| Year | 2016 |
| Volume | 21 |
| Issue | 6 |
| Pages | 650-666 |
| Publication date | 2016-10-24 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2016.1243738 |
| OpenAlex | W2537688344 |
| Language | EN |
| Citations received | 11 |
| References cited | 19 |
UNICEF’s new Millennium Development Goals and Beyond (2015. http://www.un.org/millenniumgoals/) focus on the needs of the largest marginalised minority, individuals with disabilities, challenging us to examine issues related to exclusion and develop strategies for making an authentic sense of belonging and high-quality early childhood education a reality for over 93 million children with disabilities (United Nations Children’s Fund. 2006. Convention on the Rights of Persons with Disabilities. http://www.un.org/disabilities/default.asp?id=150). A first step in addressing stigma and the exclusion of individuals with disabilities is to examine materials in environments, given that positive representation in books and media contributes to a sense of belonging, increased self-esteem, and greater understanding of and attitudes towards others. Historically, the portrayal of individuals with disabilities in the literature and media has been absent or negative while the number of children with disabilities in early childhood classes has steadily increased. In this study, the representation of individuals with disabilities in school materials was examined in 32 kindergarten classes using the Inventory of Disability Representation (Favazza, P. C., and S. L. Odom. 1997. “Promoting Positive Attitudes of Kindergarten-Age Children Toward People with Disabilities.” Exceptional Children 63: 405–418). Two classrooms (6%) had moderate representation, 22 classrooms (69%) had low representation, and 8 classrooms (25%) had no representation of disabilities. Implications for practice and research are presented in light of the current focus on disability rights and becoming a more inclusive society
Convention · Convention on the Rights of Persons with Disabilities · Developmental psychology · Early childhood · Inclusion (mineral · Learning disability · Pedagogy · Political science · Politics · Psychiatry · Representation (politics · Social science · Sociology · Special education · Status quo · Stigma (botany · Disability Rights and Representation · Hearing Impairment and Communication · Inclusion and Disability in Education and Sport · Psychology · Social Psychology
Elementary Students’ Conceptualizations of Disability in Written and Illustrated Forms
Limited representation of disability in early childhood classrooms
Education for Whom? The Writing is on the Walls
It also takes teachers to tango
The impact of literary works containing characters with disabilities on students' perception and attitudes towards people with disabilities
Invisible images
The invisible minority
Cultivating social acceptance by seeing the unseen
Urban planning policies and children
Unlocking imaginations
Kenstituent power
A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support
Disability Studies in Education
The Millennium Development Goals Report 2013
Talking (and not talking) about race, social class and dis/ability
Beyond the far too incessant schism
Disability studies and inclusive education — implications for theory, research, and practice
| Unique citing works | 11 |
|---|---|
| Citations per year | 1.83 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |