Complexities of shared ethnicity, immigrant education, and disabilities: Reconceptualizing multicultural special education

Complexities of shared ethnicity, immigrant education, and disabilities: Reconceptualizing multicultural special education

• Poon-McBrayer,Kim Fong The Education University of Hong Kong

International Journal of Special Education, 31(3), 1-27, 2016

International Journal of Special Education

2016

• E 特殊教育
  • ED 情緒及行為問題者之教育
• N 學生與學生服務
  • NN 外地來港之留學生
• N 學生與學生服務
  • NO 少數民族及移民學生

Immigrants -- Education Children with Disabilities Education & State Teacher Education Multilingual Education Ethnicity

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This article draws insight from a narrative inquiry to examine the complexities of educating immigrant students with disabilities in which language, culture, and disability collide. Issues related to language-in-education policy, teacher preparation, and the proportion and identification of culturally and linguistically diverse students were primarily reviewed within multicultural and multilingual education conceptual frameworks in English speaking countries between English speaking teachers and non-English speaking students. Little is known about potentially more complicated situations such as those in which teachers and students have a shared ethnicity and dialects with different levels of proficiency. This article thus attempts to illustrate and map the complexity based on the insight from a narrative inquiry situated in an inclusive school setting of Hong Kong. Multiple sources of data were included for a thorough understanding of and analyses on the place, temporality, and sociality within the narrative inquiry framework. Data were drawn from interviews, classroom observations, teacher diaries, school data, and student input. Analyses indicated that shared ethnicity and languages could complicate rather than simplify the teaching and learning contexts. The lived experiences of the special educator demonstrated and contextualised the complex issues of educating CLD children with ADHD of shared ethnicity in multilingual environments. Findings of this inquiry added an important dimension to immigrant and multicultural special education studies and concluded that current inquiry paradigm should be expanded to include shared ethnicity and different proficiency in shared dialects/languages.

• 英文

期刊論文

• 19177844

https://bibliography.lib.eduhk.hk/tc/bibs/ba68bd3e

2017-03-21