Guided by developmental cultural psychology, this volume focuses on understandings and responses to disability and stigmatization from the perspectives of educators practicing in Japan, South Korea, Taiwan, and the United States. Synthesizing research that spanned over a decade, this volume seeks to understand disabilities in different developmental and cultural contexts.
Guided by developmental cultural psychology, this volume focuses on understandings and responses to disability and stigmatization from the perspectives of educators practicing in Japan, South Korea, Taiwan, and the United States. Synthesizing research that spanned over a decade, this volume seeks to understand disabilities in different developmental and cultural contexts.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Misa Kayama is Assistant Professor in the School of Applied Sciences, Department of Social Work at the University of Mississippi, Oxford. Wendy L. Haight is Professor and Gamble Skogmo Chair in Child Welfare and Youth Policy in the School of Social Work at the University of Minnesota, Twin Cities. May-Lee Ku is Emeritus Associate Professor and Director in the International Center for the Promotion of Partner Based Learning in the College of Social Science at Fu Jen Catholic University, New Taipei City, Taiwan. Minhae Cho is Assistant Professor in the School of Social Work at the University of Memphis. Hee Yun Lee is Professor, Associate Dean for Research, and Endowed Academic Chair on Social Work and Health in the School of Social Work at the University of Alabama, Tuscaloosa.
Inhaltsangabe
* Acknowlegements * Guide to Japanese, South Korean, Taiwanese, and U.S. Terms/Concepts * Part 1: Introduction * Chapter 1. Overview * Part 2: The Contexts of Educational Practice * Chapter 2. Cultural-historical contexts * Chapter 3. Educational policy and practice contexts * Chapter 4. Children's development as context * Interlude 1: The Voices of Children * Part 3: Educators' Perspectives * Chapter 5. Research program * Chapter 6. Disability and stigmatization as threats to the cultural self * Chapter 7. Preventing and repairing harm to children's cultural self * Chapter 8. Parent-educator relationships * Interlude 2: The Voices of Parents * Part 4: Conclusion * Chapter 9. Lessons learned and ways forward * Appendix A: Definitions of special education disability categories in four countries * Appendix B: Diagnostic criteria for disabilities in ICD-10 * References
* Acknowlegements * Guide to Japanese, South Korean, Taiwanese, and U.S. Terms/Concepts * Part 1: Introduction * Chapter 1. Overview * Part 2: The Contexts of Educational Practice * Chapter 2. Cultural-historical contexts * Chapter 3. Educational policy and practice contexts * Chapter 4. Children's development as context * Interlude 1: The Voices of Children * Part 3: Educators' Perspectives * Chapter 5. Research program * Chapter 6. Disability and stigmatization as threats to the cultural self * Chapter 7. Preventing and repairing harm to children's cultural self * Chapter 8. Parent-educator relationships * Interlude 2: The Voices of Parents * Part 4: Conclusion * Chapter 9. Lessons learned and ways forward * Appendix A: Definitions of special education disability categories in four countries * Appendix B: Diagnostic criteria for disabilities in ICD-10 * References
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