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Descriptors:
Disabilities; Foreign Countries; Special Needs Students; Special Education; Cultural Influences; Child Rearing; Attitudes toward Disabilities; Social Influences; Social Attitudes; Public Policy; Grief; Coping; Social Discrimination; Costs; Social Networks; Access to Education; Parent Education; Parents

Abstract:
There are increasing dialogues and exchanges for special education programs between China and the rest of the world as the development continues in China. Policy makers, administrators, and educators need to keep in mind the historical and cultural backgrounds when working with families with children with special needs in China. Together, this collaborative effort can provide better services for these families. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Urban Schools; Change Agents; Social Change; Urban Youth; Drama; Change Strategies; Adolescents; Young Adults; High Schools; Power Structure; Theater Arts; Social Bias; Social Discrimination; Civil Rights; Skill Development; Advocacy; High School Students

Abstract:
This article reflects on outcomes of a playmaking project conducted with 14-20-year-old urban students in the USA. The playmaking experience was part of a larger research project designed to facilitate students' understandings of the ways in which their own experiences of discrimination are reflected in pervasive inequity at the societal level, and to facilitate the acquisition of skills that would allow them to become agents of social change in those dynamics. Outcomes discussed include the development of community among the class members and its importance to them, the sense of power and agency students reported as a result of participating in the playmaking process and performing their piece, and the effect of the process on their emerging understanding of unequal power dynamics and the role of collective action in fostering social change. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Justice; Counseling; Foreign Countries; Occupational Surveys; Intellectual History; Social Change; Change Strategies; Educational Principles; Counseling Psychology; Counseling Services; Political Influences; Social Influences; Career Guidance; Marriage Counseling; Counselor Training; Educational Counseling; Career Counseling; Trend Analysis

Abstract:
This article reviews the history and current status of counseling in the Czech Republic. Recommendations for advancement of the profession in a postcommunist era are offered, including the incorporation of social justice principals for the benefit of Gypsies and immigrants, collaboration between Czech and non-Czech counselors, and counseling research with the Czech people.

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Foreign Countries; Psychology; Mental Retardation; Expertise; Educational Practices; Educational Experience; Children; Discourse Analysis; Social Influences; Social Attitudes; Medicine; Inclusion; Mainstreaming; Special Education; Disabilities

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.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Civil Rights; Hearings; Parent Participation; Disabilities; Parent School Relationship; Special Education; Public Education; Educational Policy; Accessibility (for Disabled); Educational History; Political Influences; Social Influences; Advocacy; Politics of Education; Disadvantaged; Human Capital; Social Capital

Abstract:
Since the establishment of educational rights for children with disabilities in the 1970s, special education in the US has included a growing share of students and has constituted an ever-growing share of education budgets. Previous research has focused on the disproportionate assignment to special education of low-income and minority students, concluding that special education mainly reproduces social disadvantages. This article argues that privileged parents--by virtue of their ability to navigate complex legal and scientific practices and discourses that are seen as guarantees of fairness and neutrality in special education--are able to secure advantageous resources for their children through special education. Through analysis of the distribution and content of "due process" hearing requests in the California special education system, this article shows how advocacy in this part of the system depends on parents' cultural and economic capital. Specifically, reimbursement claims in due process hearings show how having economic capital can be used to leverage public education resources, while parents' testimony in hearings shows the importance of having cultural capital. In concluding, the emphasis on parental involvement in both regular and special education is discussed and alternatives to the individualized system of rights in special education are considered. (Contains 6 notes and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Inclusion; Mainstreaming; Regular and Special Education Relationship; Disabilities; Educational Practices; Foreign Countries; Civil Rights; Equal Education; Social Discrimination; Educational History; Institutional Characteristics; Teacher Education; Parent Participation; Shared Resources and Services

Abstract:
The years after the Second World War have seen many countries in the developed and developing world dismantle separate special education systems and promote the education of children with disabilities or other support needs in regular rather than separate classes. This process of increasing access and participation and reducing exclusionary pressures in all aspects of school life is known as "inclusive education" and is particularly endorsed by the Salamanca Statement (UNESCO, 1994) as a cost-effective way for schools in developing countries to combat discrimination and achieve education for all. The implementation of inclusive education would not only align South Africa's educational practices with international trends, it would help to realize the country's constitutional values of the rights to education, equality, and freedom from discrimination. However, despite sound and well-intentioned policies, exclusion from schools and within schools remains the experience of many children and young people in this country. If South Africa is truly to realize its constitutional values of equality, social justice, and freedom from discrimination, inclusive education ought to be seen as an urgent imperative by all schools, not as another program to be debated and delayed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Role of Education; Educational Change; Foreign Countries; Brainstorming; Focus Groups; Change Strategies; Influence of Technology; Educational Practices; Best Practices; Educational Policy; Relevance (Education); Social Change; Political Influences; Social Influences; Logical Thinking; Thinking Skills; Educational Development

Abstract:
Changes in the kinds of technology used in modern society are changing the ways in which people think. Russian students, like those elsewhere, are increasingly thinking in terms of short, unconnected forms of knowledge and are losing the ability to see connections, to think holistically. This presents a special challenge to education in Russia.

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Descriptors:
Stakeholders; Preschool Education; Foreign Countries; Young Children; Child Care; Preschool Teachers; Public Policy; Educational Quality; Socioeconomic Status; Civil Rights; Educational History; Geographic Regions; Sociocultural Patterns; Policy Formation; Educational Trends; Political Influences; Social Influences; Municipalities

Abstract:
According to the findings of a recent European study on competence requirement for the early childhood education and care workforce, competent systems that succeed in achieving high levels of professionalism are embedded in coherent public policies that build on consultation with key stakeholders, particularly at local level. In order to flourish, the professional competence of early childhood practitioners needs to be cultivated not only within the institutions they are working for, but also within a constant democratic dialogue that involves children, parents and local communities. A vision of ECEC as a public good therefore becomes an essential precondition for sustaining the development of high quality services for young children and their families. Given the wide range of interconnected socio-economic, educational and rights-based rationales that currently underpin the investment in the expansion of early childhood provision in many European countries, a further elaboration of these findings may offer interesting insights on the purposes of early childhood education and the nature of political commitment serving such purposes. In this article, these issues are discussed by drawing on the analysis of the origin and development of municipal preschool education in the Emilia Romagna region (Italy). Starting from the investigation of the historical and socio-cultural conditions that gave birth to early childhood municipal institutions, the trends characterising ECEC policy-making developments over time are analysed with reference to the experiences of grassroot politics elaborated at regional and local level. Through a careful contextualisation of social and political processes and an in-depth analysis of relevant documentary sources, the conceptual categories underpinning the construction of early childhood education as a public good are outlined and described. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Barriers; Access to Education; Higher Education; Inclusion; Mainstreaming; Disabilities; Labor Market; Foreign Countries; Job Skills; Competence; Civil Rights; Attitudes toward Disabilities; Postsecondary Education; Special Education; Educational Resources

Abstract:
One of the most urgent problems today is the prevalence of disabilities and the loss of health. According to World Health Organization data, there are more than 600 million handicapped people in the world. Despite measures in effect for the normative legal regulation of the life and activity of people with disabilities in Russia, the present organization of education fails to meet the principles of the United Nations Convention on the Rights of Handicapped People. Reasons for this include ineffective methods and forms of schooling, lack of support from society, negative public attitudes toward handicapped people, and inadequate incentives and motivation to acquire a higher education. At the present time, the author stresses that the most effective method of solving the educational problems of handicapped people is inclusive education. The result of inclusive education is the kind of graduate (without regard to his health) who possesses a set of professional competencies that will enable him to be competitive and in demand in the labor market. This is in keeping with the tasks of Russia's system of higher education and gives inclusive education first place ranking in the matter of the education of people with disabilities. (Contains 1 figure and 28 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Psychologists; Change Agents; Marriage; Social Change; Homosexuality; Counseling Psychology; Social Attitudes; Civil Rights; Counselor Role; Social Discrimination

Abstract:
The denial of civil marriage rights is a specific example of minority stress that can negatively affect the psychosocial well-being of self-identified lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals in same-sex partnerships, their families, and their allies. Counseling psychologists have an important role in addressing the minority stress that same-sex couples experience as a result of the lack of marriage equality. In the service of social justice, counseling psychologists can use their training as practitioners, advocates, and researchers to effectively intervene at multiple levels of the ecological system. The purpose of this practice forum is to suggest interventions at the micro, meso, and macro levels that support the goal of social justice for same-sex couples and their families. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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