d eveloping the understanding and practice of inclusion in higher education for international...
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DEVELOPING THE UNDERSTANDING AND PRACTICE OF INCLUSION IN HIGHER EDUCATION FOR INTERNATIONAL STUDENTS WITH DISABILITIES
A WHOLE SCHOOLING APPROACH
Presented by:
Briony Supple, Lecturer, Victoria University, Melbourne, Australia; PhD student Monash University
Dr Joseph Agbenyega, Monash University, Research Supervisor
MY FELLOW PHD STUDENTS - ABSENT
Presentations: Mahmuda (Shaila):
today, 10:40 – 11:10 Lara:
today, 1:40 – 2:10
Lara Fridani - IndonesiaMahmuda Banu - Bangladesh
PRESENTATION OVERVIEW
Definitions The importance of this research Successful inclusion Culture and its role in inclusive practices Research methodology & methods Findings and discussion – the student
perspective Questions
DEFINITIONS1. THE MEDICAL MODEL OF DISABILITY
Quotes: Areheart, 2008, p. 185, Image: http://www.ddsg.org.uk/taxi/medical-model.html
"the individual is the locus of disability”
“relies on labels: ‘disabled’ and ‘non-disabled’”
“encourages the view that disability rights are "special," akin to some form of charity for biological losers”
DEFINITIONS2. THE SOCIAL MODEL OF DISABILITY
Quotes: Areheart, 2008, p. 185 Image: http://www.ddsg.org.uk/taxi/social-model.html
.
“society has responsibility toremedy disadvantage”
“medical model facilitates medical solutions to adjust the individual to fit society; the social model focuses on
adjusting the social environment to fit
individuals”
Mainstreaming & integration
Labelling of ‘the
disabled’Image:
http://www.nfb.org/images/nfb/Publications/bm/bm09/bm0910/bm0910
11.htm
Normalisation: students blamed for their own failures – sent to ‘special’ schoolsImage: http://www.txddc.state.tx.us/resources/publications/poweradvocacy.asp
1940’s – 1970’s 1980’s – 1990’s
Salamanca Statement
1994Image:
http://talkupaps.wordpress.com/category
2000’s and beyond
Whole schoolingNew paradigms
Image: http://www.thearcmd.org/programs/education_ad
vocacy.html
The medical model Development of the social model
http://education.wayne.edu/wholeschooling/Journal_of_Whole_Schooling/IJWSIndex.html
Space for alluse the range of learning styles, disabilities, gifts of students as an opportunity to make changes in the layout of the class and materials
Democracy = ‘Democratic empowerment’all school staff, parents, and children themselves must have a voice in creating an inclusive culture in a school if it is to survive. Power must not only be in the ‘office’ and principal, but all work towards this goal
Supporta professional community of support among teachers is necessary
Include allthe systems must work together to provide effective teaching and ensure that those with additional needs benefit from strong teaching and instructional methods
http://education.wayne.edu/wholeschooling/Journal_of_Whole_Schooling/IJWSIndex.html
STATISTICS: INTERNATIONAL STUDENTS IN AUSTRALIA Department of immigration statistics:
Number of student visa holders in Australia as at 31 March 2011
214419 students in higher education
Source: http://www.immi.gov.au/media/statistics/study/_pdf/student-visa-program-report-2011-03-31.pdf
China 92 665India 53 747 Korea, South 19 812Malaysia 19 390 Vietnam 17 362 Indonesia 13 906Nepal 13 327 Thailand 12 195Hong Kong 10 671Saudi Arabia 10 143
Total 381 080
Education is Australia’s third largest export industry (Coal = #1, Iron Ore = #2)
Source:http://www.dfat.gov.au/aib/trade_investment.html
LITERATURE
The importance of inclusion in higher education
education = empowerment = economic & social development
Successful inclusionStaff: encourage, promote and
foster positive environment
good rapport with students
personal characteristicsCultures: socio-cultural perspectives
on disability in home country and host country
systems, processes, institutions
RESEARCH QUESTIONS
What contributes to an international student with a disability feeling supported or unsupported at university?
What were staff perceptions and reflections of working with an international student with a disability?
What are some socio-cultural norms of disability and how do these impact on student experience?
RESEARCH METHODOLOGY Importance of making the student voice audible Qualitative, interpretative case study Rigorous reflexivity – personal, theoretical, positional Semi-structured interviews Voice Relational Methodology (VRM, Brown & Gilligan
1992) and thick description (Denzin, 2001)
Brown and Gilligan’s (1992) method seeks to address and answer the following points and questions:
1. The story and who is speaking2. In what body?3. Telling what story about relationships?4. In which societal and cultural frameworks? (Brown &
Gilligan, 1992, p. 21)
RESEARCH PARTICIPANTS
RESEARCH PARTICIPANTS
Jane, from Sri Lanka, 23 years old and has an arm injury sustained while studying in Australia
Anna, from Hong Kong, 21 years old, experiences depression and anxiety
Mary, China, 20 years old, is a student with a vision impairment
James ,US, 25 years old, who has attention deficit disorder
Terry (DLU staff for 5 years) Teaching staff: Jenny, Veronica, Lauren,
Monica
FINDINGS AND DISCUSSION 1: ATTITUDES AND KNOWLEDGE BARRIERS
I came to his [the lecturer’s] office maybe four or five times a week to ask something about assignments and he’s very kind (Mary).
When I first trying [sic] to see a doctor and having new medication which is very difficult, because psychological pills are not a cold or something and I may have difficulties in class which the teacher himself thought it was a way that I tried to get higher marks (Anna).
FINDINGS AND DISCUSSION 2:VALUES & BELIEFS
My country, they don’t recognise people as mentally disabled. They just think that we’re crazy and you should be locked up in a mental hospital (Anna).
I feel it’s very different from China than here. [In Australia] we should learn a subject by ourselves, reading or do some assignment only by yourself [sic]...I think this is good (Mary).
I never knew I could achieve something that I really wanted so I’m really happy. It’s like having real power (Jane).
THE POWER OF VRM TO UNCOVER OPPRESSED VOICES I’m sitting here and asking for help and you ask me
why I haven’t killed myself yet? These things are a little bit irritating, but I’m fine. (Anna)
Questions prompted by VRM:
Why is it merely irritating? In reality, it must be horrible to experience this kind of interrogation. What is it that is preventing Anna from saying so?
psycho-emotional dimension of disability (Reeve, 2002):
‘I will be a nuisance if I say anything against this’Also evident in undercurrent of self-oppression; ‘I’m fine’ when clearly, someone who has been suicidal, is not.
http://education.wayne.edu/wholeschooling/Journal_of_Whole_Schooling/IJWSIndex.html
As related to the Whole Schooling diagram, the following are integral elements of inclusion in higher education....
Cultural factors
Country
Institution
Contextual factorsSpace for
all
Include all
Voice
Democracy Support for staff and students
Implications = policy consultations with staff and students, professional development. These
approaches are to benefit ALL students
REFERENCES
Areheart, B.A. (2008). When Disability Isn't "Just Right": The Entrenchment of the Medical Model of Disability and the Goldilocks Dilemma. Indiana Law Journal. 83 (181), 181 – 232
Australian Department of Foreign Affairs and Trade (DFAT). (n.d.) Composition of Trade. Accessed on 10/07/2011 from http://www.dfat.gov.au/aib/trade_investment.html
Australian Department of Immigration. (2011). Student Visa Program Quarterly Report. Accessed on 10/07/2011 from http://www.immi.gov.au/media/statistics/study/_pdf/student-visa-program-report-2011-03-31.pdf
International Journal of Wholeschooling (n.d.). Accessed on 9/07/2011 from http://education.wayne.edu/wholeschooling/Journal_of_Whole_Schooling/IJWSIndex.html
Brown, L. M., & Gilligan, C. (1992). Meeting at the crossroads: Women’s psychology and girls’ development. Cambridge, MA: Harvard University Press.
Denzin, N.K. (2001). Interpretative Interactionism. California: Sage Publications.
Reeve, D. (2004). Psycho-emotional dimensions of disability within relationships between professionals and disabled people. Disability Studies: Putting Theory Into Practice, 1-9.