拉动杠杆:支持中学特殊教育和过渡时期的批判意识

IF 1.6 3区 教育学 Q2 EDUCATION, SPECIAL
Anya Sheftel, Marcus I. Poppen, Amber Brown Ruiz
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引用次数: 0

摘要

残疾青年在学业成功后会遇到多种系统性障碍,包括种族主义和歧视。批判意识是文化响应和反种族主义工作的基础,它支持边缘化青少年的自决和职业成果期望。虽然中学特殊教育工作者有兴趣更多地了解批判意识等文化回应实践,但他们缺乏实施这些实践的机构支持和资源。在本文中,我们提出了一个基于生态学的 "中等特殊教育和过渡时期批判意识"(CCSSET)概念框架,以说明特殊教育教师培养计划和学校管理者如何利用资金、法律、政策和资源来支持教师和学生的批判意识。讨论了研究和实践的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pulling the Lever: Supporting Critical Consciousness in Secondary Special Education and Transition
Youth with disabilities encounter multiple systemic barriers to post-school success, including racism and discrimination. Critical consciousness is the foundation of culturally responsive and anti-racist work and supports self-determination and vocational outcomes expectations among marginalized youth. While secondary special educators are interested in learning more about culturally responsive practices such as critical consciousness, they lack institutional support and resources to implement these practices. In this article, we present an ecologically based conceptual framework of Critical Consciousness in Secondary Special Education and Transition (CCSSET) to demonstrate how special education teacher preparation programs and school administrators can leverage funding, laws, policies, and resources to support critical consciousness among teachers and students. Implications for research and practice are discussed.
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来源期刊
CiteScore
5.40
自引率
15.20%
发文量
24
期刊介绍: Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.
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