Session Information
04 SES 08C, Identity and Difference
Paper Session
Contribution
Method
Expected Outcomes
References
Curtin, M. & Clarke, G. (2005). Listening to young people with physical disabilities’ experiences of education. International Journal of Disability, Development and Education, 52(3), 195–214. Dalal, A. (2006). Social interventions to moderate discriminatory attitudes: the case of the physically challenged in India. Psychology, Health & Medicine, 11(3), 374-382. Giangreco, M.; Edelman, S.; Broer, S.; & Doyle, M. B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68(1), 45–63. Gilson, S. & DePoy, E. (2002). Theoretical approaches to disability content in social work education. Journal of Social Work Education, 38(1): 153-165. Hegarty (1994). Integration and the teacher. In C.W.Meijer, S.J.Pijl and S. Hegarty (eds), New Perspectives in Special Education: a Six Country Study of Integration. London: Routledge. Hemmingson, H. & Borell, L. (2002). Environmental barriers in mainstream schools. Child: Care, Health and Development, 28(1), 57–63. Huang, C. & Brittain, I. (2006). Negotiating identities through disability sport. Sociology of Sport Journal, 23, 352-375. Llewellyn, A. (2000). Perceptions of mainstreaming: A systems approach. Developmental Medicine and Child Neurology, 42, 106–115. Rice, S. (2002). The social construction of “disabilities”: the role of law. Educational studies, 33(2), 169-180. Rodrigues, D. (2001). Educação e diferença: valores e práticas para uma educação inclusiva. Porto: Porto Editora. Vernon, A. (1999). The dialectics of multiple identities and the disabled people’s movement. Disability & Society, 14(3): 385-398. White, G. (2005). Ableism. In Nelson, G. & Prilleltensky, I. (Eds), Community psychology: in pursuit of liberation and well-being. New York: Paalgrave MacMillan. Zimmerman, M. & Warschausky, S. (1998). Empowerment theory for rehabilitation research: conceptual and methodological issues. Rehabilitation Psychology, 43 (1), 3-16.
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