Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ981300 - The Deployment of the Medico-Psychological Gaze and Disability Expertise in Relation to Children with Intellectual Disability

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ981300
Title:	The Deployment of the Medico-Psychological Gaze and Disability Expertise in Relation to Children with Intellectual Disability
Authors:	Mckenzie, Judith Anne; Macleod, Catriona Ida
Descriptors:	Foreign Countries; Psychology; Mental Retardation; Expertise; Educational Practices; Educational Experience; Children; Discourse Analysis; Social Influences; Social Attitudes; Medicine; Inclusion; Mainstreaming; Special Education; Disabilities
Source:	International Journal of Inclusive Education, v16 n10 p1083-1098 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	16
Pub Types:	Journal Articles; Reports - Research
Abstract:	In this study, we adopt the concepts of Michel Foucault on the medical gaze and Nikolas Rose on psychological expertise to differentiate between two forms of expertise evident in the education of intellectually disabled children. We draw on a discourse analytic study carried out in South Africa on intellectual disability in relation to educational practice to examine the operation of a medico-psychological gaze that calls for disability expertise in the management of disability. We conclude our discussion by noting that the dichotomy between impairment and disability that is proposed in the social model of disability does little to destabilise the power of the medico-psychological gaze since impairment is conceded to biomedical knowledge as an object of positive knowledge. This tacit acceptance of the medical authority gives sanction to disability expertise that operates in diffuse ways to regulate the educational experience of learners with intellectual disability. The implications of this conception for inclusive education are briefly explored, and further areas for research are suggested. (Contains 5 tables and 1 note.)
Abstractor:	As Provided
Reference Count:	41

Note:	N/A
Identifiers:	South Africa
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1360-3116
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://dx.doi.org/10.1080/13603116.2010.540042

Back to Search Results