识别和抵制学校的语言能力:建议学校语音语言病理学家和相关专业人员
Kristen Bottema-Beutel1, Noah J Sasson2, Rachael McKinnon1
1Lynch School of Education and Human Development, Boston College, MA.
Language, speech, and hearing services in schools
|October 7, 2024
概括
学校专业人员可以使用语言来挑战能力主义,并为残疾学生创造包容性环境. 检查和改变沟通实践,特别是个性化教育计划的目标,是促进公平的关键.
科学领域:
- 教育教育教育教育教育教育.
- 语言学的语言学.
- 关于残疾人的研究.
背景情况:
- 学校专业人员使用的语言可以延续关于残疾学生的能力主义假设.
- 有能力的语言可能会阻碍创造包容性和公平的学习环境.
研究的目的:
- 引导语音语言病理学家 (SLPs) 和学校专业人员识别和挑战能力主义语言.
- 在讨论残疾学生时,提供采用反有能力者沟通实践的策略.
- 通过认真使用语言,促进更具包容性的教育环境.
主要方法:
- 在学校和残疾模型中的能力主义描述.
- 对语言如何反映和延续能力主义的分析.
- 在个性化教育计划 (IEP) 目标中检查能力主义语言.
主要成果:
- 专业人士的语言选择可以揭示和维持能力主义的意识形态.
- 能力语言在学校实践中很明显,例如IEP目标开发.
- 识别和改变语言对于拆除能力主义至关重要.
结论:
- 个人专业人士可以通过有意识的语言使用来抵抗能力主义.
- 改变沟通模式可以积极影响残疾学生的教育经验.
- 系统性变化是必要的,但个人行动是强大的.
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